Sentences with phrase «teacher questions based»

You can ask your child's teacher questions based on this to help track your child's progress.

Not exact matches

I believe that one of the first responsibilities of the Christian teacher is to help men raise the theological question on the basis of which they may hope to understand the relevance of the gospel.

I don't give my kids sweets on any regular basis, love the no sweets policy, but the teachers unanimously believe it doesn't apply to them, while my kids are getting cavities, sucking down barrel juices they've never had before in their lives, and parents are stopped at the door by the secretary (happened to me last year) to undergo questioning of whether or not I was bringing in such banned treats.

Basically, a new committee of teacher volunteers from across the state would review all exam questions after the items had been tried out on a pilot basis in «field tests» conducted among sample groups of students statewide.

Another Marcellino - backed measure would reform Common Core - based tests by providing test answers and questions to teachers.

ALBANY — A drive to repeal New York's legal requirement basing teacher job ratings largely on students» state tests scores ignited debate Monday over the question of whether repeal could mean «double testing» for students.

«Despite the efforts of teachers and pupils, the value of this year's test results will be poured over and questioned and schools face the prospect of being held to account unfairly on the basis of this year's results data.

I have chatted with hundreds of mamas since I became a prenatal yoga teacher, and here are some of the questions I hear on a regular basis.

In the meanwhile, please feel free to check out all of my videos on plant - based diets and if her teacher has any questions or concerns maybe she could post them here!

Teachers at Loudoun County School Division had a thoughtful conversation about the power of sustained inquiry, which is based on questioning skills, and how student reflection was critical to learning.

Questions Abound for New Program that Rewards Teachers Based on SAT and ACT Scores Tampa Bay Times, 6/27/15 «Many supporters point to Finland and Singapore for examples of where the «best and brightest» approach works.

They recorded themselves answering a question prompt, listened to and gave feedback on the speaking submissions of their peers, and revised their own submission based on this feedback before sending it to the teacher for additional feedback and grading.

This type of student - led discussion — based on Socrates» method of student inquiry rather than teacher lecture — elicits student ownership, deep thinking, critical questioning (PDF), academic vocabulary usage, and a rooted sense of community.

The practical sheet is preparing a salt using an acid and base by evaporation and filtration and there are questions on the bottom of the sheet with answers on the teacher sheet.

«Teachers would approach me with questions about students with reading problems, and conversations with teachers became more curriculum - based and focused on what's best for kidsTeachers would approach me with questions about students with reading problems, and conversations with teachers became more curriculum - based and focused on what's best for kidsteachers became more curriculum - based and focused on what's best for kids.»

Previous predictions of teacher shortages later in this decade based mainly on demographic projections of increased elementary - school enrollment have been called into question by recent federal demographic surveys.

From her early passion for literacy as a middle school Humanities teacher to her current work in developing leaders, common themes in City's work are collaboration, evidence - based discussion, asking the right questions, thinking and acting strategically, and learning through doing.

Based at the Harvard Graduate School of Education, the Project on the Next Generation of Teachers is a multiyear research project that addresses critical questions regarding the future of our nation's teaching force.

Picture a classroom where the teacher tells elementary school students on a regular basis: «Questions are more important than answers.»

Sometimes a focus question is tied to a school - wide goal; the question will be the basis for all teachers» walk - through observations.

In my opinion, the best practice is inquiry based, so the observer should hear the teacher ask, and respond, with questions.

• 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 obQuestions / 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 obquestions 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 objectives.

A semi-separate issue is the question of tenure itself: should teachers, often by the age of twenty - five, obtain guaranteed lifetime employment in a school system on the basis of a few years of satisfactory evaluations?

The teacher in an effective problem - based learning environment needs to act as a facilitator, be a role model, model questioning and support and encourage the students.

Known as Project 30, the initiative will bring together faculty members from the arts and sciences with those from teacher education to redesign their curricula based on answers to five broad questions:

It includes: -1 x Worksheet - 1x Answer sheet to save a teacher some time during marking -1 x SMART Notebook for teacher input - The Notebook includes a quick starter, warm - up (multiplication wheel) and several questions based on the LO.

My reflective questions are loosely based on ideas I borrowed from The Three - Minute Classroom Walk - Through: Changing School Supervisory Practice One Teacher at a Time (Downey, et al., 2004).

About Project on the Next Generation of Teachers: Based at the Harvard Graduate School of Education, the Project on the Next Generation of Teachers is a multiyear research project that addresses critical questions regarding the future of our nation's teaching force.

Included in the pack are checklists for: - Questioning - Differentiation - Utilising Resources (including support staff)- Engagement - Building Literacy Skills - Planning and Expectations - Building Learning Power - A blank template for you to design your own based upon your own focus Note: The checklists offer a range of desirable strategies that teachers should look to implement over time - it would be damaging to expect teachers to utilise each of these strategies in every lesson!

«Teachers need to develop a standards - based essential question, then open the conversation up to students,» says Cunat.

For WHOLE LESSON, click here ** This resource was made taking account of the National Curriculum Framework 2014 ** The SMART Notebook is for teacher input - The Notebook includes a quick starter, warm - up (multiplication wheel) and several questions based on the LO.

The 5w selector will select one of the 5ws (who, what, where, when or why) and the teacher should pose questions based on this selection about the Bunsen Burner.

Teachers can create real - world problem - solving situations by designing questions and tasks that correspond to two different frameworks of inquiry - based teaching: Problem - based learning, which tackles a problem but doesn't necessarily include a student project, and project - based learning, which involves a complex task and some form of student presentation, and / or creating an actual product or artifact.

Project - based learning teachers can choose from among many types of driving questions, but sometimes we get stuck when trying to come up with a great one because there are so many considerations in the design process that informs the crafting of an effective driving question.

FOR GOOGLE CLASSROOM Included in this resource: • Title page • Native Americans of the Southwest reading passage with graphic organizer • Application / Closing / Higher Order thinking question • Answer Key for graphic organizer Students will research and analyze the lives and culture of the Native Americans of the Southwest region of the United States: present - day areas, groups, geography / climate, adaptations, cultures / spiritual rituals / roles of men and women Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary; lifting evidence from text Differentiation: graphic organizer; cooperative (students may work in groups / teams / partner to complete graphic organizer based on teacher's discretion) ★ ★ Looking for the pen and paper, hard - copy version of this resource?

EDUTOPIA: What questions do you hear most often from teachers who are new to place - based education?

She collaborated with two of her colleagues at Tulane Holly Bell, Coordinator for Assessment & Accreditation and an early childhood education faculty member, and James Kilbane, a professor for secondary education in math and science in responding to several questions on how university - based teacher preparation programs in general, and Tulane in particular, are preparing educators to teach in the age of the Common Core.

I've included a description of a typical session, list of Socratic questions for use by the teacher during discussions and a list of picture book resources for young children, and another list containing some story - based resources for older children.

As questions get checked off, teachers have students ask more questions, which tend to be more complex because their understanding base had deepened.

FOR GOOGLE CLASSROOM Included in this resource: • Title page • Do Now / Motivation student - centered question • The Algonquian reading passage with graphic organizer • Application / Closing / Higher Order Thinking Question • Answer Key for Graphic Organizer Students will research how the Algonquian lived: location, tribes, homes, adaptation based on environment, role of women Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary; lifting evidence from text Differentiation: graphic organizer; cooperative (students may work in groups / teams / partner to complete graphic organizer based on teacher's discretion) ★ ★ Looking for the pen and paper, hard - copy version of this rquestion • The Algonquian reading passage with graphic organizer • Application / Closing / Higher Order Thinking Question • Answer Key for Graphic Organizer Students will research how the Algonquian lived: location, tribes, homes, adaptation based on environment, role of women Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary; lifting evidence from text Differentiation: graphic organizer; cooperative (students may work in groups / teams / partner to complete graphic organizer based on teacher's discretion) ★ ★ Looking for the pen and paper, hard - copy version of this rQuestion • Answer Key for Graphic Organizer Students will research how the Algonquian lived: location, tribes, homes, adaptation based on environment, role of women Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary; lifting evidence from text Differentiation: graphic organizer; cooperative (students may work in groups / teams / partner to complete graphic organizer based on teacher's discretion) ★ ★ Looking for the pen and paper, hard - copy version of this resource?

This is an active, discussion based learning class * The file includes 6 pages; - Facebook profile page, - teachers instructions, - teacher questions, - student feedback, - student homework page - solutions page.

Using questions also gives the teacher an opportunity to adjust the pace of the class based on how well students seem to be understanding the content.

It covers the following lesson objectives: • become very familiar with... traditional tales, retelling them and considering their particular characteristics • begin to punctuate sentences using a capital letter and a full stop, question mark... • make inferences on the basis of what is being said and done • write sentences by: saying out loud what they are going to write about; composing a sentence orally before writing it; sequencing sentences to form short narratives; re-reading what they have written to check that it makes sense • read aloud their writing clearly enough to be heard by their peers and the teacher.

Learners will answer questions about: • Acid - base definitions • Hydrogen ions and acidity • pH calculations • hydrogen ion and hdyroxide ion concentrations • acid and base strength • acid dissociation constant • neutralisation reactions • salts in solution • titration calculations This resource is meant to be used by teachers in the US.

But in the wake of the common core, K - 2 teachers are refining their approach, crafting questions that guide children back to the text to build vocabulary, content knowledge, and evidence - based understanding of the text.

To address questions about scalability, we will also explore whether there are differences in the effectiveness of PC based on the level of training and support provided to teachers.

Based on my experience, I think it's vitally essential that teachers engage kids as young as sixth grade in questions that really interrogate Columbus.

He encouraged teachers to welcome questions and failure in the classroom, believing this is the basis for constructive learning.

The teaching pack contains 100's of Part 1 questions for the teacher, a huge variety of IELTS Speaking Part 2 printable cards and follow up Part 3 discussion questions based on the Part 2 cards.

It covers the following National Curriculum learning objectives: - develop pleasure in reading, motivation to read, vocabulary and understanding by: listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently - becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales - drawing on what they already know or on background information and vocabulary provided by the teacher - making inferences on the basis of what is being said and done - answering and asking questions - predicting what might happen on the basis of what has been read so far - using dictionaries to check the meaning of words that they have read - checking that the text makes sense to them, discussing their understanding, and explaining the meaning of words in context