Sentences with phrase «studies lessons in the classroom»

In fifth grade, the Greek Games build on the social studies lessons in the classroom.

Not exact matches

Most include links to longer more in depth kids Bible study lesson plans to use for classroom such as Sunday School or group lessons.

Drakes, who plans to use the curriculum in her classroom this year, studied biology in college and found the lessons easy to understand.

Lesson study in elementary social studies teacher education helps prepare our interns for the classroom, giving them the opportunity to learn about collaboratively planning, teaching and revising a social studies lesson so that it interests and challenges their stuLesson study in elementary social studies teacher education helps prepare our interns for the classroom, giving them the opportunity to learn about collaboratively planning, teaching and revising a social studies lesson so that it interests and challenges their stulesson so that it interests and challenges their students.

Integrated studies involves the combination of two or more subjects in a lesson, project, classroom, or curriculum.

They are either isolated in a corner of the classroom to complete the viewing or sent to a study room while the rest of the class work on the application style lessons that I deliver.

Lesson study is a Japanese form of professional development that centers on collaborative study of live classroom lessons, and it has spread rapidly in the United States since 1999.

The radio was also used to study in classrooms around this time, with lessons broadcast to other schools.

Joining a session of the Learning and Teaching course, «Teaching History / Social Studies» with lecturer Sally Schwager, Forman expounded upon issues in teaching, education, and how the lessons of the classroom are often lessons of life.

When teachers talk about their first impressions of lesson study, that is often what stood out to them: I do nt want a group of people in my classroom, watching me.

Rehn and colleagues Dorit Maor and Andrew McConney, from Murdoch University in Australia, have studied how educators delivering school lessons by videoconference can best build a classroom presence and rapport with their remote students.

Historic Maps in K - 12 Classrooms Map - based resources and lessons for social studies, history, and geography.

«The premise behind lesson study is simple: if you want to improve teaching, the most effective place to do so is in the context of a classroom lesson.

A bonus for her students, Adrianna has extensive field experience — she spent six months in the Congo studying fruit dispersal by birds — and enjoys the opportunity to take lessons outside of the traditional classroom.

Hear how Discovery Education Social Studies Techbook made teaching and learning an unforgettable experience and: • Saved teachers time in planning lessons • Helped teachers differentiate instruction • Strengthened students» literacy and critical thinking skills The Rock Hill School District will share its vision, plan, and lessons learned as it successfully increased student engagement and achievement in the digital Social Studies classroom.

Resources include case studies on engineers who use STEM in their day ‑ to ‑ day roles, classroom activities to drop into lessons including the new coding activities for students who have been given a BBC micro: bit and curriculum support posters for the classroom.

As well as offering workshops and presentations, we now offer an online lesson - study approach, in which social - learning cohorts of teachers apply these insights to classroom practice via our new online course on Building Student Motivation.

When he couldn't find these approaches being used in classrooms, he soon realized why: There was no lesson study in the United States.

Even as far back as 1984, he points out, a study by psychologist Benjamin Bloom showed that «students given personalized lessons performed two standard deviations better than their peers in a regular classroom.

This lesson - starter film clip is designed to provoke discussion in Philosophy, Ethics, PSHE, Religious Studies and Citizenship classrooms.

Although previous studies have highlighted the positive impacts of spending time outdoors, Professor Ming Kuo and Assistant Professor Matthew Browning, of the University of Illinois at Urbana - Champaign, and Adjunct Professor Milbert Penner believe their study is the first direct exploration of the effects of lessons in nature on classroom engagement.

«Thus, in week 1 of our study, teacher «a» gave her students both a lesson on, say, leaf identification, outdoors, and another lesson on leaf identification in the classroom, and we compared indoor classroom engagement for that set of students after each of those two lessons.»

In addition to the positive results, the academics discuss what it is about lessons in nature that may make the difference, highlighting previous research findings on: the benefits of physical activity (in this study the class walked 200 metres to get to the grassy area); exposure to nature being good for stress and attention; having a break from the classroom and change of scenery (a similar effect to going for recess); and the fact the teachers would also too feel less stressed and benefit from the same change of scenery and a «bit of a breather»In addition to the positive results, the academics discuss what it is about lessons in nature that may make the difference, highlighting previous research findings on: the benefits of physical activity (in this study the class walked 200 metres to get to the grassy area); exposure to nature being good for stress and attention; having a break from the classroom and change of scenery (a similar effect to going for recess); and the fact the teachers would also too feel less stressed and benefit from the same change of scenery and a «bit of a breather»in nature that may make the difference, highlighting previous research findings on: the benefits of physical activity (in this study the class walked 200 metres to get to the grassy area); exposure to nature being good for stress and attention; having a break from the classroom and change of scenery (a similar effect to going for recess); and the fact the teachers would also too feel less stressed and benefit from the same change of scenery and a «bit of a breather»in this study the class walked 200 metres to get to the grassy area); exposure to nature being good for stress and attention; having a break from the classroom and change of scenery (a similar effect to going for recess); and the fact the teachers would also too feel less stressed and benefit from the same change of scenery and a «bit of a breather».

Studies in this set provided evidence of teacher leaders who provided demonstration lessons or modeling as one of their support strategies had positive impact on teachers» classroom instruction and student achievement.

Among these studies, demonstration lesson or modeling appeared in various ways: one set investigated the impact of an intervention (such as teacher leader training) or teacher leader content knowledge on teacher leader practices including demonstration lesson or modeling; another set of studies examined the relationship between teacher leader practices, such as demonstration lesson or modeling, and changes in teachers» classroom practice and student learning outcomes.

Studies that examined a program to train teacher leaders to provide instructional support to classroom teachers offered few findings specific to teacher leader engagement in lesson planning as one such support strategy.

In a related study, Gigante and Firestone (2007) found that teacher leaders with content expertise were more likely than those without content expertise to provide support to teachers through strategies that occurred within the classroom, such as assisting in lesson planning or conducting classroom observatioIn a related study, Gigante and Firestone (2007) found that teacher leaders with content expertise were more likely than those without content expertise to provide support to teachers through strategies that occurred within the classroom, such as assisting in lesson planning or conducting classroom observatioin lesson planning or conducting classroom observation.

The fourth grade teachers said that the experience in the park and the accompanying lessons were a great opportunity for their students to make connections between the community and what they were studying in the classroom.

Optimism, test scores on the rise at English High School November 30, 2015 In a fourth - floor classroom, students diligently scrawled notes across lined pages one recent morning as social studies teacher Frank Swoboda explained the role of politics in economic development, peppering his lesson with observations from students... read morIn a fourth - floor classroom, students diligently scrawled notes across lined pages one recent morning as social studies teacher Frank Swoboda explained the role of politics in economic development, peppering his lesson with observations from students... read morin economic development, peppering his lesson with observations from students... read more.

Thus, while these studies suggest that there may be different approaches for preparing teacher leaders to provide support, including lesson planning, to classroom teachers, these findings should be viewed with caution due to methodological concerns in these studies.

These studies were distributed across grades K - 12 in mathematics and science, suggesting that lesson planning was considered an appropriate teacher leader strategy in various classroom settings.

Social studies teachers today have thousands of digital primary source materials available to them for free on the World Wide Web (WWW), as well as an immeasurable number of lesson plans to help them utilize these resources in their classrooms.

If preservice teachers were to view only the classroom videos that are part of this case study, they would not be privy to the changes and decisions the teachers made as a result of prior experiences gained from teaching the lesson in similar situations.

Teachers are integrating differentiated instruction practices, demonstration classrooms are helping teachers learn with and from their peers, teachers are using video of their own classrooms to engage in lesson study, and teams are weaving online learning and study groups into their school day.

Among these similarities are that both case studies (a) span a four - day lesson sequence, (b) were filmed in urban classrooms, (c) involve lessons that actively engage students in doing mathematics and explaining their thinking, (d) allow the viewer to hear the reflections of the teacher voiced before and after the lessons, and (e) were created by some of the same developers.

Though this multimedia case study can help teacher educators address other difficulties raised at the beginning of this paper — providing preservice teachers with quality field observations and providing them with a common experience to reflect upon together — our focus in this paper has been examining more closely lessons we have learned about how to provide preservice teachers access to the complexities of classroom teaching.

A multimedia case study can allow preservice teachers to observe and understand these tensions by hearing the teacher's reflections on the lessons, as well as seeing teacher decisions in action during the classroom video segments.

With the data she collects through Study Island, Mrs. Kilburn plans for future lessons and seeks to improve instruction year after year so that students get as much as possible from the time they spend in her classroom.

This innovative, engaging classroom project was just part of a multiweek lesson that combined the study of fairy tales with instruction in the scientific method — a journey of discovery that educators in Georgia's City Schools of Decatur call an «expedition.»

Teachers involved in the study reported anecdotally that they had to create more lessons because they could cover more material in an active classroom, Benden told CNN.

Miller, who was an elementary education major with a STEM focus, had many opportunities to develop STEM lessons and put them into practice in the classroom throughout her studies.

This section discusses a number of lessons learned based on our extensive experiences with an ongoing longitudinal research study of preservice teachers learning to use inquiry - based science methods in the elementary classroom.

Finally, studies focused on the development of measures of teacher competence have documented that teachers» ability to analyze student thinking as portrayed in brief video clips of classroom lessons is predictive of their teaching effectiveness (Kersting, Givvin, Thompson, Santagata, & Stigler, 2012).

Based on feedback from a teacher who commented, «Need more time in between the first initial lesson study meeting and the teaching date, to make sure that technology will cooperate,» the leadership changed the schedule to provide an entire week for these adjustments to be made prior to the teaching rotations in classrooms.

One study found that teacher education program graduates claimed to have had limited exposure to technology use in their preservice classrooms and virtually no training on how to integrate technology in their lesson planning (Chelsey & Jordan, 2012).

The lead teachers also set up demonstration classrooms, observed other teachers and provided constructive feedback, provided mini-reviews of specific SIOP features for teachers at staff meetings, participated in lesson design study with grade - level teams, and helped sustain the staff's SIOP teaching efforts.

This guide is intended for elementary classroom teachers to use in developing their arts lessons and units of study in terms of learner outcomes and achievement using the visual and performing arts content standards.

However, in a study that involved 85 teachers and 170 classrooms, the teachers used interactive whiteboards to teach a set of lessons, which they then taught to a different group of students without using the technology (see Marzano & Haystead, 2009).

They spend the rest of the day with teachers in classrooms covering reading, math, social studies, and science lessons aimed at meeting curriculum standards.

In this lesson, students use data related to distances between objects in the solar system to create their own scale model to represent these distances and better understand relationships of objects in the solar system and answer the driving question: How do you study a system that won't fit in the classrooIn this lesson, students use data related to distances between objects in the solar system to create their own scale model to represent these distances and better understand relationships of objects in the solar system and answer the driving question: How do you study a system that won't fit in the classrooin the solar system to create their own scale model to represent these distances and better understand relationships of objects in the solar system and answer the driving question: How do you study a system that won't fit in the classrooin the solar system and answer the driving question: How do you study a system that won't fit in the classrooin the classroom?