Sentences with phrase «teacher control over learning»

Not exact matches

By setting high, clear learning goals and giving teachers and local officials full control over how best to achieve those, the Common Core ensures educators have autonomy over what is taught, and how it's taught, in their classrooms.

When online learning is used as the primary driver of instruction, teachers inevitably give up control over many aspects of curriculum planning and lesson delivery; and in low - quality implementations of blended learning, the teacher's professional judgment ends there.

After extensive research on teacher evaluation procedures, the Measures of Effective Teaching Project mentions three different measures to provide teachers with feedback for growth: (1) classroom observations by peer - colleagues using validated scales such as the Framework for Teaching or the Classroom Assessment Scoring System, further described in Gathering Feedback for Teaching (PDF) and Learning About Teaching (PDF), (2) student evaluations using the Tripod survey developed by Ron Ferguson from Harvard, which measures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test scores over multiplLearning About Teaching (PDF), (2) student evaluations using the Tripod survey developed by Ron Ferguson from Harvard, which measures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test scores over multipllearning based on standardized test scores over multiple years.

In doing this the teachers really have a significant amount of control over their professional learning in the school.

Rocketship leaders will fix a disconnect they see between what happens in the online learning lab and the classroom, to give teachers more control over the students» digital learning and further individualize the teaching.

In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model: High Expectations (for academic achievement and conduct); Choice and Commitment (KIPP students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character development).

Teachers and other learning game creators have full control over the content, and can either choose from over 6 million public games or create their own using resources from the web or their own materials.

Mobile technology frees teachers to re-think the use of learning spaces, allowing students to have more control over their own bodies and be more interactive with their environment.

According to Reiss, he did not push harder for local control because once he took office he learned how much power the teachers unions held over many local school boards.

While this approach has some benefits in keeping kids on task, Oppenheimer seems to support it primarily because it moves the teacher back to center stage and eliminates the inherent messiness of allowing students some measure of control over their own learning.

By addressing the multiple intelligences or learning styles of their students, the teachers in the school are differentiating their instruction, helping to engage learners in a variety of modes, and providing choice and control for the students over their learning.

Each participant is given more authority to shape or lead the discussion in the direction they prefer, while teachers may have relatively less control over the learning interactions (Choi et al. 2005).

Paradoxically, when teachers give students more control over their own learning through such assessment practices, more powerful learning happens.

Janis is a highly successful primary head teacher with over 30 years» experience in education across a range of disciplines including school improvement, quality of teaching and learning, whole school strategic planning, financial controls, project management and human resource management.

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).

Comparative results from the first Teaching and Learning International Survey (TALIS) show that education systems can best support teachers by shifting public and governmental concern away from the mere control over the resources and content of education toward a focus on outcomes, by moving from hit - and - miss policies to targeted interventions, and by moving from a bureaucratic approach to education to devolving responsibilities and effective school leadership that supports teachers through targeted professional development, appraisal, and feedback.

Recently, teachers in Armstrong School District in western Pennsylvania discovered how fundamentally a focus on formative assessment can transform students» sense of control over their learning — as well as fuel teacher learning.

Blended learning — a mix of teacher - led and online instruction — is used to give students control over the pace of learning, give children more choice in how they learn or to deliver lessons that are custom - fit to each student's level.

By contrast, as we argue later in this essay, we regard teaching as the intentional actions of a teacher to promote personal control over and responsibility for learning within those who are taught.

This post, The Next Evolution in Professional Development: Timeless Learning highlights why teachers need to have more control over their professional development.

Teachers with high self - efficacy believe that they can teach students well and believe they have a certain degree of control over both teaching and learning process and their performance.

Blended learning is reshaping how teachers, lecturers, and administrators approach web - based lesson plans in F2F settings; its very definition specifies that the student, in part, has control over when, where, and at what pace they want to work through the online portion of the course.

Accordingly, faculty members helped the preservice teachers design educational activities that encouraged host students to ask questions and gain a sense of control over their own learning.

Over the last several years federal and state accountability legislation has come under attack from a duo of strange bedfellows: Tea Party / Trump - ish acolytes who wave the banner of local control and teacher union leaders who disdain objective measurements of student learning, at least when they're tied to teacher evaluations and job security.

A school structure that requires students to move to new teachers each year, where learning is in cement blocks of 40 minutes, and where teachers have little or no control over the schedule would be a difficult structure for integrated, project - based learning.

Both teachers focus their in - person time with students on small - group and individual work, allowing them to personalize instruction and give students more choice and control over their learning.

Additionally, the less a simulation resembles schoolwork and the more control preservice teachers have over the simulation, the more the simulation would feel like authentic learning outside of the classroom (Badiee & Kaufman, 2014; Carrington et al., 2011; Girod & Girod, 2008).

Teachers also must adapt to new devices and techniques like blended learning, aimed at giving students more control over where, how and when they learn — often partly online.

However, teachers and parents report that making this shift actually makes things easier over time because kids learn the necessary life skills to control their own behavior, contribute to the needs of the group, and show respect to others on a consistent basis.