Not exact matches
But the move to a hybrid
model, in which
teachers combine classical
instruction with lessons guided by technology, has still been slow.
The nine national
models that met the HHS evidence requirements as of October 2011 include Child FIRST, Early Head Start — Home Visiting (EHS — HV), Early Intervention Program for Adolescent Mothers (EIP), Family Check - Up, Healthy Families America (HFA), Healthy Steps, Home
Instruction for Parents of Preschool Youngsters (HIPPY), Nurse - Family Partnership (NFP), and Parents as
Teachers (PAT).
Those
models include: Child FIRST, Early Head Start - Home Visiting, Early Intervention Program for Adolescent Mothers (EIP), Early Start (New Zealand), Family Check - Up, Healthy Families America (HFA), Healthy Steps, Home
Instruction for Parents of Preschool Youngsters (HIPPY), Nurse Family Partnership (NFP), Oklahoma's Community - Based Family Resource and Support (CBFRS) Program, Parents as
Teachers (PAT), Play and Learning Strategies (PALS) Infant6, and SafeCare Augmented.
This
model gives students a portion of professional full day classroom
instruction and a portion of home study days with curriculum provided by the classroom
teacher.
The new THSB unit includes a student edition with activities for 19 lessons but also a
teacher edition, with
instructions for carrying out all of the activities, molecular
model kits, print and digital resources, and assessments for measuring student understanding.
In these quests, you may have some
modeling, direct
instruction and other
teacher driven activities, but make sure think outside the box in terms of what the goal of the quest could be.
In this strategy, the students first watch the
teacher model the technology through direct
instruction — the students do not use devices at this stage.
Through financial
modeling, we've come up with many ways in which schools can get better results without spending more, including by paying their best
teachers more, delivering electives in new ways and using computer labs to deliver personalized
instruction.
In challenging the use of value - added
models as part of evaluation systems, the
teachers» unions cite concerns about the volatility of test scores in the systems, the fact that some
teachers have far more students with special needs or challenging home circumstances than others, and the potential for
teachers facing performance pressure to warp
instruction in unproductive ways, such as via «test prep.»
More specifically, the researchers 1) examine possible differences by classroom, school, and literacy
models; 2) explore the relationship between observable features of the classroom literacy environment and children's literacy growth during the first grade year; 3) characterize the variability in the levels of
teacher understanding of the chosen literacy
model and of early literacy development; and 4) assess whether there are qualitative differences in children's oral discourse skills and writing skills with the school's chosen
model of literacy
instruction.
Their support for «next generation learning»
models was an attempt to help
teachers differentiate
instruction.
She's currently conducting a study sponsored by the National Science Foundation that's giving
teachers in grades four and five in a suburban Boston school the tools to conduct self - evaluations through online videos that
model effective math
instruction.
Since the «right»
model of
teacher evaluation or preparation is hardly self - evident, much less the «best» way to help
teachers use new technologies like computer - assisted tutoring or online
instruction, this natural variation provides an invaluable asset.
Teacher Study Group: Impact of the Professional Development
Model on Reading
Instruction and Student Outcomes in First Grade Classrooms.
In team - based
models, schools add new paraprofessionals to teaching teams to do
teachers» administrative paperwork and oversee skill practice, project work, and digital
instruction at school.
As a result, technologies and
models with disruptive potential sprout prematurely and then wither in the heat of the sun because they are adopted before they have a proven track record at outperforming traditional
instruction in addressing students and
teachers» needs.
But not for all the usual reasons that people raise concerns: the worry about whether we've got good measures of
teacher performance, especially for instructors in subjects other than reading and math; the likelihood that tying achievement to evaluations will spur teaching to the test in ways that warp
instruction and curriculum; the futility of trying to «principal - proof» our schools by forcing formulaic, one - size - fits - all evaluation
models upon all K — 12 campuses; the terrible timing of introducing new evaluation systems at the same time that educators are working to implement the Common Core.
And because this reframing of failure is
modeled so publicly and systemically by the portfolio defenses, our
teachers, convinced of its power, tend to recreate similar cycles of failure and redemption in their day - to - day classroom
instruction, where school culture lives.
After introductory work, students should be able to follow
instructions with minimal
teacher modeling as needed.
TNTP President Dan Weisberg's Ed Week quote on the report is right — to give
teachers a real shot at professional learning that works, the nation «ought to be testing whether there are other
models of school design,
teacher jobs, that have a better chance of getting kids consistently excellent
instruction.»
Strategies That Work: Differentiated
Instruction Discover how research into how students learn led to changes in how
teachers teach — and the differentiated
model of education.
Math
teacher and professional development specialist Karen Lea discusses the importance of
instruction by
modeling, and takes her examples from possible lessons that meet the Common Core Standards.
A collaborative
model for helping middle grade science
teachers learn project - based
instruction (Abstract).
While there is no one
model, the core idea is to flip the common instructional approach: With
teacher - created videos and interactive lessons,
instruction that used to occur in class is now accessed at home, in advance of class.
Many
teachers utilize technology and employ the flipped classroom
model for
instruction, but the key to connecting with this type of learner lies not only in the delivery of the content, but the connection to real world experiences.
A panel of 16 experts in the field reviewed materials from 165 libraries, which were nominated in 14 program areas, including services to special populations,
instruction in literacy, innovative uses of technology, and
models for joint library -
teacher involvement in student learning.
AppleTree Early Learning Public Charter School, a pre-K — only charter school that serves more than 800 students on eight campuses, has used its flexibility — as well as a federal Investing in Innovation grant — to develop an integrated
model that combines evidence - based curriculum, early childhood assessments, and aligned professional development to help
teachers deliver effective
instruction focused on improving children's language and social - emotional skills.
Reading Apprenticeship Improving Secondary Education (RAISE): Use the Reading Apprenticeship
model of literacy
instruction to reach 2,800
teachers, 400,000 students
Teachers modeled instruction for each other and tweaked the curriculum to address problem areas.
The differentiated
instruction model requires
teachers to be flexible in their approach to teaching and adjust the curriculum and presentation of information to learners rather than expecting students to modify themselves for the curriculum.
The flipped classroom
model — in which students watch video lessons for homework and receive more direct, individual
instruction from
teachers during class time — is rapidly gaining popularity in K - 12 schools, with websites such as Khan Academy offering thousands of free video lessons.
For example, in READ 180 classrooms, «Each period begins with a 20 - minute shared reading and skills lesson, and then students in groups of five rotate among three activities: computer - assisted
instruction in reading,
modeled or independent reading, and small - group
instruction with the
teacher» (p. 19).
Saying it's time to redo the teaching
model, educators and authors Dr. Brad Johnson and Tammy Maxson McElroy write in their book The Edutainer: Connecting the Art and Science of Teaching that
teachers need to find more engaging ways to deliver
instruction and connect the material to students» lives.
This system is employed to fuel an innovative change movement around
instruction, which is intentionally designed to drive system transformation, build a culture of continuous improvement, support a shared leadership
model, and maximize
teachers» impact on student learning.
In this interactive webinar, Lynne Munson and Rachel Stack of Great Minds discuss and
model art
instruction with an 8th grade
teacher, highlighting how the study of visual art builds cultural knowledge and fosters academic achievement for the widest range of learners.
School leaders play an important role in
modeling the use of data and in developing school practices where
teachers are expected to use data to guide their
instruction.
Children in the READ 180 intervention participated in three 20 - minute literacy activities, including (1) individualized computer - assisted reading
instruction with videos, leveled text, and word study activities, (2) independent and
modeled reading practice with leveled books, and (3)
teacher - directed reading lessons tailored to the reading level of children in small groups.
Children in the READ 180 intervention participated in three 20 - min literacy activities, including (1) individualized computer - assisted reading
instruction with videos, leveled text, and word study activities, (2) independent and
modeled reading practice with leveled books, and (3)
teacher - directed reading lessons tailored to the reading level of children in small groups.
Pay
Teachers More and Reach All Students with Excellence — Aug 30, 2012 District RTTT — Meet the Absolute Priority for Great -
Teacher Access — Aug 14, 2012 Pay
Teachers More — Within Budget, Without Class - Size Increases — Jul 24, 2012 Building Support for Breakthrough Schools — Jul 10, 2012 New Toolkit: Expand the Impact of Excellent
Teachers — Selection, Development, and More — May 31, 2012 New
Teacher Career Paths: Financially Sustainable Advancement — May 17, 2012 Charlotte, N.C.'s Project L.I.F.T. to be Initial Opportunity Culture Site — May 10, 2012 10 Financially Sustainable
Models to Reach More Students with Excellence — May 01, 2012 Excellent Teaching Within Budget: New Infographic and Website — Apr 17, 2012 Incubating Great New Schools — Mar 15, 2012 Public Impact Releases
Models to Extend Reach of Top
Teachers, Seeks Sites — Dec 14, 2011 New Report:
Teachers in the Age of Digital
Instruction — Nov 17, 2011 City - Based Charter Strategies: New White Papers and Webinar from Public Impact — Oct 25, 2011 How to Reach Every Child with Top
Teachers (Really)-- Oct 11, 2011 Charter Philanthropy in Four Cities — Aug 04, 2011 School Turnaround Leaders: New Ideas about How to Find More of Them — Jul 21, 2011 Fixing Failing Schools: Building Family and Community Demand for Dramatic Change — May 17, 2011 New Resources to Boost School Turnaround Success — May 10, 2011 New Report on Making
Teacher Tenure Meaningful — Mar 15, 2011 Going Exponential: Growing the Charter School Sector's Best — Feb 17, 2011 New Reports and Upcoming Release Event — Feb 10, 2011 Picky Parent Guide — Nov 17, 2010 Measuring
Teacher and Leader Performance: Cross-Sector Lessons for Excellent Evaluations — Nov 02, 2010 New
Teacher Quality Publication from the Joyce Foundation — Sept 27, 2010 Charter School Research from Public Impact — Jul 13, 2010 Lessons from Singapore & Shooting for Stars — Jun 17, 2010 Opportunity at the Top — Jun 02, 2010 Public Impact's latest on Education Reform Topics — Dec 02, 2009 3X for All: Extending the Reach of Education's Best — Oct 23, 2009 New Research on Dramatically Improving Failing Schools — Oct 06, 2009 Try, Try Again to Fix Failing Schools — Sep 09, 2009 Innovation in Education and Charter Philanthropy — Jun 24, 2009 Reconnecting Youth and Designing PD That Works — May 29.
Design a school that pays more and reaches all with excellence — October 10, 2013 Public Impact Co-Directors Refresh Vision: Opportunity Culture for ALL — September 25, 2013 Report shows promising alternative to closing failing charter schools — August 14, 2013 Rocketship Education: Bringing tech closer to
teachers — July 24, 2013 Case study: New charter pays more, extends teachers» reach, gets strong results — July 9, 2013 Case study: How Charlotte zone planned Opportunity Culture schools — June 27, 2013 Case study: How one Leading Educators fellow extends her reach — June 17, 2013 Opportunity Culture district creates paid role for student teachers — May 22, 2013 Reports: City - based organizations» roles in quality digital learning — May 15, 2013 Nation's fifth - largest district explores extending reach of excellent teachers — May 9, 2013 A Better Blend: Combine digital instruction and great teaching to dramatically improve learning — April 30, 2013 Indiana Encourages Dramatically Different Models in New Charter Schools — April 18, 2013 Charlotte Flooded with Teacher Applicants Seeking Roles to Extend Their Reach — April 11, 2013 New charter school study shows the steps to great schools — March 14, 2013 Nashville Joins Sites Extending Excellent Teachers» Reach — March 7, 2013 Opportunity Culture Network to Link Charter School Organizations — February 6, 2013 Share Opportunity Culture with Your Teachers: New Slide Deck and Two - Pager — Dec 13, 2012 Career Paths That Respect Teachers» Time and Talent — Nov 15, 2012 You Know Who Your Great Teachers Are — N
teachers — July 24, 2013 Case study: New charter pays more, extends
teachers» reach, gets strong results — July 9, 2013 Case study: How Charlotte zone planned Opportunity Culture schools — June 27, 2013 Case study: How one Leading Educators fellow extends her reach — June 17, 2013 Opportunity Culture district creates paid role for student teachers — May 22, 2013 Reports: City - based organizations» roles in quality digital learning — May 15, 2013 Nation's fifth - largest district explores extending reach of excellent teachers — May 9, 2013 A Better Blend: Combine digital instruction and great teaching to dramatically improve learning — April 30, 2013 Indiana Encourages Dramatically Different Models in New Charter Schools — April 18, 2013 Charlotte Flooded with Teacher Applicants Seeking Roles to Extend Their Reach — April 11, 2013 New charter school study shows the steps to great schools — March 14, 2013 Nashville Joins Sites Extending Excellent Teachers» Reach — March 7, 2013 Opportunity Culture Network to Link Charter School Organizations — February 6, 2013 Share Opportunity Culture with Your Teachers: New Slide Deck and Two - Pager — Dec 13, 2012 Career Paths That Respect Teachers» Time and Talent — Nov 15, 2012 You Know Who Your Great Teachers Are — N
teachers» reach, gets strong results — July 9, 2013 Case study: How Charlotte zone planned Opportunity Culture schools — June 27, 2013 Case study: How one Leading Educators fellow extends her reach — June 17, 2013 Opportunity Culture district creates paid role for student
teachers — May 22, 2013 Reports: City - based organizations» roles in quality digital learning — May 15, 2013 Nation's fifth - largest district explores extending reach of excellent teachers — May 9, 2013 A Better Blend: Combine digital instruction and great teaching to dramatically improve learning — April 30, 2013 Indiana Encourages Dramatically Different Models in New Charter Schools — April 18, 2013 Charlotte Flooded with Teacher Applicants Seeking Roles to Extend Their Reach — April 11, 2013 New charter school study shows the steps to great schools — March 14, 2013 Nashville Joins Sites Extending Excellent Teachers» Reach — March 7, 2013 Opportunity Culture Network to Link Charter School Organizations — February 6, 2013 Share Opportunity Culture with Your Teachers: New Slide Deck and Two - Pager — Dec 13, 2012 Career Paths That Respect Teachers» Time and Talent — Nov 15, 2012 You Know Who Your Great Teachers Are — N
teachers — May 22, 2013 Reports: City - based organizations» roles in quality digital learning — May 15, 2013 Nation's fifth - largest district explores extending reach of excellent
teachers — May 9, 2013 A Better Blend: Combine digital instruction and great teaching to dramatically improve learning — April 30, 2013 Indiana Encourages Dramatically Different Models in New Charter Schools — April 18, 2013 Charlotte Flooded with Teacher Applicants Seeking Roles to Extend Their Reach — April 11, 2013 New charter school study shows the steps to great schools — March 14, 2013 Nashville Joins Sites Extending Excellent Teachers» Reach — March 7, 2013 Opportunity Culture Network to Link Charter School Organizations — February 6, 2013 Share Opportunity Culture with Your Teachers: New Slide Deck and Two - Pager — Dec 13, 2012 Career Paths That Respect Teachers» Time and Talent — Nov 15, 2012 You Know Who Your Great Teachers Are — N
teachers — May 9, 2013 A Better Blend: Combine digital
instruction and great teaching to dramatically improve learning — April 30, 2013 Indiana Encourages Dramatically Different
Models in New Charter Schools — April 18, 2013 Charlotte Flooded with
Teacher Applicants Seeking Roles to Extend Their Reach — April 11, 2013 New charter school study shows the steps to great schools — March 14, 2013 Nashville Joins Sites Extending Excellent
Teachers» Reach — March 7, 2013 Opportunity Culture Network to Link Charter School Organizations — February 6, 2013 Share Opportunity Culture with Your Teachers: New Slide Deck and Two - Pager — Dec 13, 2012 Career Paths That Respect Teachers» Time and Talent — Nov 15, 2012 You Know Who Your Great Teachers Are — N
Teachers» Reach — March 7, 2013 Opportunity Culture Network to Link Charter School Organizations — February 6, 2013 Share Opportunity Culture with Your
Teachers: New Slide Deck and Two - Pager — Dec 13, 2012 Career Paths That Respect Teachers» Time and Talent — Nov 15, 2012 You Know Who Your Great Teachers Are — N
Teachers: New Slide Deck and Two - Pager — Dec 13, 2012 Career Paths That Respect
Teachers» Time and Talent — Nov 15, 2012 You Know Who Your Great Teachers Are — N
Teachers» Time and Talent — Nov 15, 2012 You Know Who Your Great
Teachers Are — N
Teachers Are — Now What?
The program combined experiential training tools, practices, and project - based learning
models to support elementary, middle, and high school
teachers in incorporating concepts of making, inventing, and innovation into classroom
instruction.
Informed by CAL's ongoing research, our experienced SIOP team provides a wide range of services, including SIOP
Model workshops, job - embedded professional development such as guided lesson design and coaching, hybrid workshops that combine online coureses with face - to - face workshops, and technical assistance to help
teachers integrate content and language
instruction effectively.
Randomized field trials were used to examine the impact of the
Teacher Study Group (TSG), a professional development
model, on first grade
teachers» reading comprehension and vocabulary
instruction, their knowledge of these areas, and on the comprehension and vocabulary achievement of their students.
This paper introduces a research - based
model of sheltered
instruction that promotes teaching practices that make
teachers more effective in promoting the learning of limited - English - proficient (LEP) students.
For its lowest - performing schools, states should take even stronger action, such as requiring the curriculum to be submitted to the state for review, sending teams to observe
instruction and provide coaching (per Regenstein's inspectorate), developing a
model curriculum (or placing online the curricula of high - performing schools), and / or offering professional development and courses to increase
teachers» knowledge of the domains they should be teaching.
Each classroom (at least among the three I visited) represented a unique approach to teaching and learning — one English classroom looked like a Flex
model, where some students were working alone and others had sorted themselves into small groups to move through online assignments, and still others were in small group
instruction with the
teacher.
Part of the
model involves providing
teachers with a steady stream of data that will help them adjust
instruction to kids» specific needs, and to guide afterschool tutors.
Of particular interest is Dr. Marzano's new School Leadership Evaluation
Model, which is designed to align with the Marzano
Teacher Evaluation
Model, drawing on a common language of
instruction and emphasizing an unwavering focus on student achievement.
Teachers in these
models find themselves acting more as coach and mentor than as deliverers of direct
instruction.
We have been looking at holistic views of the Marzano
Teacher Evaluation
Model to gain an understanding of how it helps us improve
instruction.