Sentences with phrase «students take responsibility for their learning»

Students take responsibility for their learning, exercising choice to pursue their interests and passions, and agency to shape their school environment.

Not exact matches

I have been in that situation, and yes, I did take responsibility for changing my approach to ensure that the child was able to learn to read like the other students.

In this way, students take an active role in and responsibility for their own learning.

Students are also expected to gradually develop the inner discipline they need in order to take responsibility for their own learning.»

Through the Bronx Youth Corps, the students will learn to work as a group, learn about the importance of taking responsibility for their community, and gain the skills to make positive changes in The Bronx and become future leaders.

My approach should be toward active learning in order to help my students develop independently and take responsibility for their professional and personal development.

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.

As a result, they are very uncomfortable using an inquiry approach, in which they are a guide for students who take responsibility for their own learning.»

It's not just what students learn at school that prepares them for life, but the environment they learn in and the responsibility they are given to take ownership of their education.

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.

In place of that old standby, the students took on responsibility for describing their first - hand knowledge of their school day and learning.

A normative climate in which adults take responsibility for their own, their colleagues», and their students» learning.

Students take responsibility for their own learning and time management.

Promote autonomy: A classroom that promotes autonomy gives students room to make choices and take responsibility for their learning.

Encourage students to take responsibility and ownership for their learning by involving them in the goal - setting and assessment process.

There are many reasons why we should avoid collective punishment, but the most important is that if we want students to learn how to take responsibility for their behavior, they need somewhat predictable outcomes for their choices.

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

Students become autonomous, taking responsibility for every piece of the learning process, and you find yourself sitting back and watching your well - oiled machine work on its own.

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.

University Park Campus School encourages students to take risks and, if they fail, helps them take responsibility for their own learning and success.

Includes: Lesson plan to explain Assessment objective sheets Task cards to print which are used to match to the assessment objectives and to put in order of completion Checklist template Weekly schedule for student to fill in what they will complete for each week Encouraged independent thinkers and learners taking responsibility for their own learning.

Our students learn to control (and reflect on) their actions, set goals and develop plans to attain them, delay gratification, and take responsibility for themselves.

Chief among our core elements are: our college - prep curriculum in the liberal arts and sciences that fosters in students the desire and capacity to learn independently, think critically, and communicate proficiently; our supportive school culture in which students are given tools to develop character, gain confidence in their ability to learn, take responsibility for their own learning, and both support and feel supported by the entire community; and a strong co-curricular program in athletics, performing arts, and a host of after - school clubs that pique and develop students» interests.

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.

Each team leader takes full responsibility for teacher development and student learning in the team's subjects and grades.

Most importantly, it takes seriously what it means to understand the relationship between how we learn and how we act as individual and social agents; that is, it is concerned with teaching students how not only to think but to come to grips with a sense of individual and social responsibility, and what it means to be responsible for one's actions as part of a broader attempt to be an engaged citizen who can expand and deepen the possibilities of democratic public life.

A song can improve transitions because it becomes a behavior cue: Students grow accustomed to the length of the song or part of a song and internalize the time they have to move on to the next task, which helps them begin to take responsibility for their own learning.

This empowers students in their learning and helps them to take responsibility for it.

Encourage students to take responsibility for their own learning by pursuing their interests.

This model involves encouraging students to take and accept responsibility for their own learning and behaviours using questions and statements of fact.

«We are seeing learners taking a greater responsibility for their work and if there is one little kernel that is right back to what we are on about it, it is that they own their own learning — teachers don't own it for them, they are not transmitting to students what they need to learn, it is learners having an environment; the constructivist idea of education where they grow themselves, self - directed.

Here, Downsborough shares strategies for administrators aiming to build a whole - staff, respectful approach to teaching and learning; an approach where students take responsibility for improving their quality of life.

«The most beautiful part of this conference was this notion that students were taking very seriously their own education and felt a responsibility for crafting learning experiences that...

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.

In a self - directed learning environment, the students take the initiative and responsibility for their own learning.

«Students must be willing to take responsibility for their own learning,» says Matt Wicks, director of virtual learning at the Illinois Mathematics and Science Academy, who oversees the Illinois Virtual High School.

If students learn to take responsibility for their own learning, they will form the basis for the way they will work with others in their adult lives.

The approach encouraged students to take responsibility for their learning, to learn at their own pace, to deepen their knowledge and understanding, and to make faster progress than would otherwise have been the case.»

Learning Checklists This practical learning tool scaffolds students as they learn to take responsibility for their lLearning Checklists This practical learning tool scaffolds students as they learn to take responsibility for their llearning tool scaffolds students as they learn to take responsibility for their learninglearning.

For example, the domain «an expert teaching team» notes that in highly effective schools, teachers are experts in the fields in which they teach; have high levels of pedagogical knowledge and skill; collaboratively plan, deliver and review the effectiveness of their lessons; and take personal and collective responsibility for improving student learning and wellbeiFor example, the domain «an expert teaching team» notes that in highly effective schools, teachers are experts in the fields in which they teach; have high levels of pedagogical knowledge and skill; collaboratively plan, deliver and review the effectiveness of their lessons; and take personal and collective responsibility for improving student learning and wellbeifor improving student learning and wellbeing.

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

It is important that teacher education students begin to take responsibility for the learning of young people from the start or in the first semester of their teaching degrees.

Care for a pet: Allowing a pet in the classroom helps students learn about responsibility beyond taking care of themselves.

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.

Students learn about the interactions between technologies and society and take responsibility for securing positive outcomes for members of all cultural groups including those faced with prejudice and misunderstanding.

However, unlike the Finnish inclusion model, colleagues refer students with learning problems to our program as a way of not having to take responsibility for the success of weaker students.

Students learn to «stand between cultures», reconcile differing cultural values and perspectives and take responsibility for their own behaviours and their interactions with others within and across cultures.

Getting kids to open up; developing the skills needed to create independent problem - solvers; developing respect among students; and getting kids to take responsibility for their own learning.

«The most beautiful part of this conference was this notion that students were taking very seriously their own education and felt a responsibility for crafting learning experiences that would help us be better as professionals,» says Project Zero Researcher Veronica Boix Mansilla, Ed.M.»