Sentences with phrase «teacher content knowledge used»

Measures of teacher content knowledge used in empirical research, including research conducted by MSP projects, were identified and analyzed.

Not exact matches

All workshops are designed to help teachers deepen their science content knowledge, teach using inquiry and real world phenomena, and address STEM learning, NGSS, and Common Core Standards.

So our teachers used the video content of the «Learning to use iPads effectively» course and then shared their newfound knowledge with the children, while others preferred to watch the course with the children, learning together.

When Principals were asked about the preparedness of recent teacher graduates, the areas they were most positive about included «Making effective use of ICT» and «Subject content knowledge», while areas for concern included «Supporting students with disabilities» and «Teaching Aboriginal and Torres Strait Islander students».

STeLLA teachers increased their classroom use of science teaching strategies associated with both lenses while their students increased their science content knowledge.

Meanwhile, it provides $ 2.5 billion to support professional development that can be used to «improve the knowledge of teachers and principals and, in appropriate cases, paraprofessionals, concerning effective instructional strategies, methods, and skills, and use of challenging State academic content standards and student academic achievement standards, and State assessments, to improve teaching practices and student academic achievement.»

For each objective teachers are given detailed information about what content should be taught to meet the objective, the level of knowledge that has been developed in earlier grades, assessment ideas that can be used to determine if the student has mastered the objective, and ways the skills covered by the objective can be linked to other objectives.

• The third, Questions / Discussion vs. Standards / Content, measures the difference between a teacher's rating on a single standard that evaluates the use of questions and classroom discussion as an instructional strategy, and that same teacher's average rating on three standards that assess teaching practices that focus on classroom management routines, on conveying standards - based instructional objectives to students, and on demonstrating content - specific knowledge in teaching these objeContent, measures the difference between a teacher's rating on a single standard that evaluates the use of questions and classroom discussion as an instructional strategy, and that same teacher's average rating on three standards that assess teaching practices that focus on classroom management routines, on conveying standards - based instructional objectives to students, and on demonstrating content - specific knowledge in teaching these objecontent - specific knowledge in teaching these objectives.

Hattie revisited this topic in a later book, Visible Learning for Teachers (2011) where he discussed the fact that expert teachers can make use of their subject knowledge to organise and use content knowledge more effectively for their students to undTeachers (2011) where he discussed the fact that expert teachers can make use of their subject knowledge to organise and use content knowledge more effectively for their students to undteachers can make use of their subject knowledge to organise and use content knowledge more effectively for their students to understand.

A written survey component of this study will build on a similar study conducted in 2005 — 06 (Hill, 2007), allowing for the comparison of teachers» curriculum use and content knowledge — and more specifically, their mathematical knowledge for teaching (MKT)-- across time periods.

Teachers will always need to use their knowledge of students and content to make professional judgments about classroom practice.

Teaching Points: • Students will need some prior knowledge of what it means to extend a sentence and the role that adjectives can play in this • Students should be encouraged to use as many colours as possible to colour their pictures I have added some extras to give students and teachers an element of choice - Differentiation: • Alternative handwriting lines • A second bordered page for students who wish to write at length • The photo section provides more difficult vocabulary and could lead more able writers towards a «what happened next» story writing style, should the teacher wish to lead them in this direction • An editable version of all content has been provided for the teacher to make vocabulary choices.

The preservice teachers may have used TCK when they matched apps to the lesson content (as in Jaipal & Figg, 2010); however, they also considered pedagogy and student content knowledge when selecting apps.

Several other preservice teachers mentioned situations in which they used prompts to assist students due to a mismatch between the students» content knowledge or skill levels and the demands of the app.

TPACK can be described as teachers» knowledge of when, where, and how to use technology, while guiding students to increase their knowledge and skills in particular content areas using appropriate pedagogical approaches (Brantley - Dias & Ertmer, 2013; Niess, 2011).

A teacher's exemplary classroom practice, deep content knowledge, and effective communication skills may make him or her a good candidate for teacher leader work, but additional preparation is often needed to help the new teacher leader use this knowledge and experience to lead others.

Much current research about instructional leadership is focused on distributed leadership125 or on the leader «s content knowledge.126 Meanwhile, questions about how and when the principal might best engage with a teacher to address specific practices used by effective teachers have been under - researched.

In some cases, the preservice teachers deliberately used an app to assess content knowledge.

The technology, pedagogy, and content knowledge (TPACK) model offers a framework that teacher educators can use to determine how to help preservice special education teachers learn to make effective decisions regarding integrating technology into instruction (Lyublinskaya & Tournaki, 2014; Tournaki & Lyublinskaya, 2014).

The concept of technological pedagogical content knowledge (or technology, pedagogy, and content knowledge [TPACK]-RRB- provides a theoretical frame for doing just that (Mishra & Koehler, 2006)-- as long as TPACK is not used by teacher educators and researchers as a simple static and myopic evaluative lens that fails to pay attention to the range of contexts that teachers work within.

Using a technology, pedagogy, and content knowledge (TPACK) framework, this paper examines the classroom practice of two middle grades mathematics and science teachers integrating a 1:1 initiative and the ways they dealt with the barriers in their classroom practices.

As a strategy employed by teacher leaders, professional development may be used for various purposes such as supporting implementation of curriculum, introducing new pedagogical strategies, and deepening mathematics and science content knowledge.

In a follow - up study, Sherin and van Es (2009) identified three primary research agendas for the use of video in supporting teacher learning: increasing pedagogical repertoire, developing content knowledge for teaching, and «learning to notice» important features of classroom interactions.

Where Green's narrative shines is in portraying the complex cognitive work of teachers using pedagogical content knowledge to advance their students» understandings.

As a strategy employed by teacher leaders, lesson planning, review, or analysis may be used for various purposes: to focus attention on the content and learning outcomes in a lesson, rather than on an «activity for activity's sake»; to deepen understanding of «big ideas» and the content knowledge in a lesson; or for articulating the conceptual flow across lessons that guides student learning over time.

Teachers instead should use low - stakes formative assessments to assess students» content knowledge and skills.

It assists teachers as they plan their lessons by identifying essential understandings, defining essential content knowledge, and describing the intellectual skills students need to use.

You will study proven teaching techniques and begin to develop the in - depth content knowledge that great teachers use every day to advance student learning and can expect to practice these techniques intensively, both with peers and with real students in summer school classrooms.

Mastery teaching approaches, where teachers aim for all pupils to reach a «minimum (but high)» level of knowledge of the same content, was also found in «the most successful schools» and should be increasingly used in primary schools.

Teachers understand what constitutes effective, developmentally appropriate strategies in their learning and teaching programs and use this knowledge to make the content meaningful to students.

Field - test teachers often pointed out student levels of engagement, student ability to use new content knowledge, and connections to required curriculum standards as factors contributing to high ratings in terms of the effectiveness of the lesson.

The researchers determined that the strongest influences on how the teachers used the digital primary sources and technology centered on their own beliefs, the «purpose for teaching» (p. 159), and their level of «pedagogical content knowledge» (p. 163).

Courses expand teachers» knowledge, understanding, and instructional use of children's and YA literature (including both fiction and nonfiction) and increase the range of classroom texts that teachers can offer within and across content areas.

Effective teachers used this knowledge of the personal to create bridges between their students and course content.

The teacher candidates noted that they also benefited from seeing how such a learning environment could be structured so that student learners are allowed control over their learning (technological content knowledge), the use of acronyms to guide procedural knowledge development (technological pedagogical knowledge), and the level of technical skills required to teach with technology (technological knowledge)-- all of which increased their own teacher knowledge about teaching with technology (Figg & Burson, 2009).

My content knowledge about tectonics increased as I used the support materials (Teachers Guide, videos, content background pages) provided on the ELI Tectonics Web site.

Defined STEM enables teachers to provide application of knowledge to students through the use of project - based learning, real - world career content, and meaningful reading and writing activities.

A key part of the curriculum - linked professional development approach includes a hybrid form of professional development that uses a limited number of face - to - face sessions and Web - based curriculum support materials delivered over the Internet to promote teachers» geospatial science pedagogical content knowledge in addition to science content knowledge.

Using reflection to consider specific issues critically — such as the rapid rate of technological change, the design of technology for educational purposes or the use of specific forms of technology to support the situated nature of learning (Mishra & Koehler, 2006)-- provides preservice teachers with the opportunity to develop their technological pedagogical content knowledge while engaging in meaningful reflective practice.

To reduce the vocabulary overload on English language learners, content - area teachers can implement two effective strategies: using cognates to help students understand challenging English academic vocabulary and activating prior knowledge.

Using these data sources, inferences about teachers» technological pedagogical content knowledge are drawn and validated.

The majority of teachers noted that both their science pedagogical content knowledge and geospatial pedagogical content knowledge increased as a direct result of their use of the curriculum and educative support materials (Table 3).

As technological tools become more ubiquitous in classroom settings, teachers must expand their pedagogical content knowledge to include a critical stance about technology use.

Teachers evaluated key features of each program, including student reaction; ease of use; content and sources; and the impact on teaching, learning, classroom management and organization, knowledge, understanding, and skills.

Most teachers across the agency use common grading and reporting policies, processes, and procedures based on criteria that represent each student's attainment of content knowledge and skills.

Rating: 2 - Most teachers across the agency use common grading and reporting policies, processes, and procedures based on criteria that represent each student's attainment of content knowledge and skills.

Through these investigations, teacher candidates can further develop the intertwined skills and knowledge related to technology use, content knowledge, and pedagogy.

Years in development, Praxis III is set up so professional evaluators assess a candidate's classroom work and lesson plans using criteria such as «organizing content knowledge for student learning,» «creating an environment for student learning,» and «teacher professionalism.»

She also shares troubleshooting tips, ideas for assessment and group grading, and the experiences of real teachers and students who use the technique to develop and share content knowledge in a way that's both revolutionary and truly inspiring.

For example, this hierarchical structure of the learning progression serves as the «chunks» teachers can use with Design Question 2, Helping Students Interact with New Knowledge, Element 9 - Chunking Content.