Not exact matches
Here are some recent quotes from a variety of people who have used these resources: «using these resources sprung me back into life... Going to school is a pleasure now» «got me excited about being in school again... long
time since that's happened» «shows you don't need to be a bruiser, basher or battle - axe to be a success» «the inspectors were surprised at how quickly we had improved» «the union reps suddenly came to life when I started using these resources» «these have saved us thousands at SLT and made our school a much better place» «best resources I have used in
over twenty years of CPD» «we use these ideas when recruiting new staff... it works, it really does work» «really useful in
framing staff and
student feedback» «rich and valuable... helps develop the language and the decisions we make» «my
students relate to these ideas and now it's a beautiful class to be in... at last» «gives you splendid ideas you can work in your own classes» «I was never any good at visualising what success might look like... now I can see the bright lights» «extremely helpful» «inspectors praised our use of these resources and commended our progress» «genuinely helped get my Mojo back... my colleagues and classes have also noticed the new me» «just had some of my best days at school because of these resources» «there is nothing better at this price»
Barron and Darling - Hammond describe evidence - based approaches to support inquiry - based teaching in the classroom: (1) clear goals and guiding activities; (2) a variety of resources (e.g., museums, libraries, Internet, videos, lectures) and
time for
students to share, reflect, and apply resources, while debating
over information discrepancies; (3) participation structures and classroom norms that increase the use of evidence and a culture of collaboration (i.e.,
framing debates as productive conflicts, using public performances); (4) formative assessments that provide opportunities for revision; and (5) summative assessments that are multidimensional and representative of professional practice.
Intensive case studies were conducted on these schools, some of which made noteworthy
student achievement gains in a relatively short (one - to two - year)
time frame, while others improved at a slower, steadier pace
over a longer period.
In particular, the estimates indicate that less than 10 percent of the year - to - year improvements in test scores can be attributed to the changing
student composition in the District
over this
time frame.
The project model gives
students control
over what to study, how to study it, the
time frame for project completion, and the method for demonstrating their learning.