Sentences with phrase «teacher practices discussed»

This section of the book is designed for direct application and offers tools to put into practice the effective teacher practices discussed throughout the book.

Not exact matches

In this 4 - part course (two lectures and two yoga practice videos), yoga teacher and yoga therapist Leslie Howard will discuss common male and female pelvic floor disorders and how yoga can offer an avenue to prevent these.

That is why at our massage school, nearly 80 percent of class hours are dedicated to our students to practice massaging other students, receiving massage, and observing the teacher demonstrate how to massage.The remaining 20 percent of class hours are spent discussing the theory of Raynor massage and other subjects such as hygiene, professional ethics, contraindications, the theory of hand and foot reflexology and the qualities of different aromatherapy oils, which are covered in the Diploma course.

In our «Off the Mat» series, we discuss the ways yoga has transformed SoulPlay's teachers outside of their practice.

Here we were, teachers from all over the world meditating together and discussing the myriad intersections between our personal practice and what we've been able to integrate (or not) into our classrooms.

As a teacher, how often do you reflect on your own practice and discuss this with colleagues?

This process provided a structure for teachers to discuss their learning and put it into practice with the support of colleagues.

In the next section, we discuss models of professional learning that focus on supporting continual professional learning and community - based feedback cycles that help teachers to critically and collaboratively examine and refine their practices.

Albemarle's instructional coaching model is built on the foundation that teachers who collaborate and have someone available to discuss new practices are more likely to embed those practices in their everyday work.

The community of educators that has developed around Bett is testament to the fact that teachers, business managers and school leaders have long recognised the need to come together, discuss and discover best practices and the best products.

In today's Q&A, Dr Sue O'Neill from the School of Education at UNSW Sydney discusses the theory to practice gaps in behaviour management for preservice, beginning, and experienced teachers.

In the features section, readers will find an article from Mike Antonucci discussing Friedrichs v. California Teachers Association, a case currently awaiting a hearing by the U.S. Supreme Court that, if decided in favor of the plaintiffs, could end the practice of «agency fees» charged by teachers unions to nonmembers to cover the costs of collective barTeachers Association, a case currently awaiting a hearing by the U.S. Supreme Court that, if decided in favor of the plaintiffs, could end the practice of «agency fees» charged by teachers unions to nonmembers to cover the costs of collective barteachers unions to nonmembers to cover the costs of collective bargaining.

Though Dillon mentions value - added modeling, he says that the Gates researchers use it «as a starting point,» and spends most of the rest of the piece discussing their use of cameras to capture teachers in action in the classroom — they hope to have 64,000 hours of classroom video by the end of the project and have already begun the process of looking for «correlations between certain teaching practices and high student achievement» and «scoring» the lessons.

One example is study groups, in which teachers read books or articles and then discuss what they read and how it might inform their practice.

Technology, however, makes it possible to record, retrieve, and evaluate entire portfolios of student work, daily and weekly learning outcomes, and a host of teacher practices and behaviors, all of them able to be analyzed, reviewed, and discussed at multiple points during the school year — and indeed over multiple years.

The 3 - hour time period provides an opportunity for professional discourse, during which teachers can learn from one another, learn from examining student work, and discuss best paths for instructional practice.»

The lesson is really an organizer that the teachers use as they engage in the real work of lesson study: studying teaching materials, discussing content and instruction, reflecting on their practice, and investigating student learning.

It is only when teachers can look at others» practices, discuss successes and problems in local situations, and get advice from more seasoned professionals that they can adapt and become generative with new practices.

The intervention aimed both to explore how teachers might improve those practices in light of their reexamination of their validity and to engage them in moderation exercises within and between schools to audit examples of students» work and to discuss their appraisals of these examples.

The week was highlighted by a global student - teacher - parent - leader panel conversation as representatives from the American and Finnish educational systems spent an hour discussing the core beliefs behind best practice teaching, learning and leading.

· Members of the team analyse each other's individual class data and discuss and critique different writing strategies used by teachers in the team and evaluate them against good practice literature and school data.

Teachers will have the opportunity to discuss how specific learning strategies, such as retrieval practice, can be adapted and differentiated for effective use in the classroom.

Diamond recently discussed how distributed leadership can impact teachers» instruction and practice in schools.

In Kelly School, which is discussed in the book, these characteristics were built through a set of interrelated organizational routines including close monitoring of each student's academic progress, an explicit link between students» outcomes and teachers» practices, weekly 90 - minute professional development meetings focused on instructional improvement, and the cultivation of a formal and informal discourse emphasizing high expectations, cultural responsiveness, and teachers» responsibility for student learning.

«Unlearning» and «Mirroring»: Transforming Instruction Ed Week, 7/30/14 Of the many forms of professional development we have examined thus far, participation in the online AP Teacher Community (a College Board website where teachers can discuss teaching strategies, share resources, and connect with each other) seems to have the largest positive direct association with both teacher practice and student outcomes, and the relationship is statistically signiTeacher Community (a College Board website where teachers can discuss teaching strategies, share resources, and connect with each other) seems to have the largest positive direct association with both teacher practice and student outcomes, and the relationship is statistically signiteacher practice and student outcomes, and the relationship is statistically significant.

Practicing critical thinking in the classroom may mean discussing the quality of a textbook, considering whether traditional beliefs about a subject are accurate, or even discussing the teacher's instructional style.

In their reflections, new teachers describe one of their practices, discuss why they're using it (linking it to specific research) then use supporting evidence to explain the results of the practice and where to take it next.

She discusses with the teachers how she can incorporate these ideas into the teaching practice at her own school.

More than three decades ago, researchers identified teacher collaboration — including time for colleagues to discuss classroom challenges, design learning materials together, and critique each other's practice — as a cornerstone of school success.

The coach and teacher will then review the clips together, discuss feedback, set targeted goals for the next coaching cycle, and plan further review of exemplar clips from our video library of Common Core - aligned practices.

Teacher editor Jo Earp sat down with him to discuss possible alternatives, and what they would mean in practice for educators, students and parents.

To ensure that all observers are on the same page in their ability to identify and rate observations with consistency, Learning Sciences suggests that within any system of observation observers take the time to view teacher practice together and then discuss what each person observed.

This is a unique opportunity to connect with other charter schools to discuss their concerns and best practices regarding teacher retention at your school sites.

Rather than just reading about and discussing new literacy practices, teachers were able to apply their learning immediately by working with children in the camp.

When student teachers come to my classroom for a practice period, we first discuss both common and personal goals as well as the curriculum and the children they will teach.

Melody (first author) developed the new literacies course to accomplish three main objectives: (a) to provide teachers with a scholarly foundation in literacy studies that recognizes how advances in technology influence literacy practices; (b) to support teachers in building their pedagogical knowledge of digital texts and tools as well as social practices influencing composing practices; and (c) to provide teachers with a setting for direct application of the theories and practices discussed in class as they worked with children in a writing camp.

Building on this training, we discussed what the teachers» practices might look like by the end of the year for each teacher (based on that teacher's goals) and what we might see at this point.

You'll be among the first to hear Dr. Marzano discuss reflective practice, learn how his research has impacted teachers, and see how fellow educators are applying theory to practice.

The survey asked teens about three common practices researchers have connected to supportive school environments: whether teachers say «hi» to students as they arrive, whether schools discuss mental health in classes, and whether teens believe their classmates make an effort to include people who are different.

The Marzano Center kicks off with a national conference this summer in Orlando, Florida, Building Expertise 2012, which will bring together educators from across the country to discuss best practices in teacher and school leader professional development and evaluation.

Teachers meet in small groups organized by grade and subject area to discuss results, share best practices, and strategize for the upcoming quarter.

What's more, the site features collaboration tools to enable teachers to discuss and share effective instructional practices.

For example HOT School principals come together 3 times a year to discuss progress, challenges, new state or national directives or mandates, etc.; related arts teachers meet to share collegial successes / practices / initiatives in their schools; multi-grade teachers convene to investigate, develop or improve a specific concept, plan or practice such as the intersections between science and the arts.

Drawing on research and my lived experiences as an educator, I discuss mindsets and practices teachers can develop to assuage the assault against belonging and become proactive in restoring equity and opportunity in mathematics classrooms that serve historically disenfranchised students.

In spring 2014, ASCD hosted its inaugural symposium, a series of in - person and online events in which experts, policymakers, teachers, and students discussed education policies, processes, and practices and their influence on children, societies, and economies in the future.

The teacher discusses reading through the whole word, and together they practice some words in the text.

School leaders gathered to discuss best practices of collaborative efforts that give teachers the tools and resources to help every student succeed.

What we have learned about the necessity of situating lessons in their larger contexts is discussed, as well as the tensions inherent in teacher decision making and how the decision making process may highlight discrepancies between teachers» espoused beliefs about teaching and what they do in practice.

The face - to - face sessions also provided teachers with the opportunity to reflect on their teaching practices as they discussed which instructional practices would work best for students and which practices needed modification to accommodate specific learning needs of English language learners or students with learning disabilities.

Today, teachers are finding new ways to learn together by observing one another in the classroom or discussing their practice in professional learning communities in person or online.