Sentences with phrase «teacher reflection during»

Portfolio development has received some attention as a possible tool for beginning teacher reflection during their induction programs (Perez, Swain, & Hartsough, 1997) and has been mentioned as way to ensure competency in teaching (Reynolds, 1995).

Not exact matches

So teachers should make sure parents see the results, if not in person during project presentations, then by posting student work, sharing student reflections after a project, and reporting on the achievement of learning goals.

Because teacher time is precious, a facilitator tracks time and keeps things moving along during the reflection.

A teacher's ability to facilitate self - assessment and student reflection on (independent of you) is essential during the middle grades years.

During the recent 2012 - 2013 APPR Conference held in Albany, 200 educators heard a panel representing school districts from around New York State share reflections on their experience in developing a working APPR agreement for teachers and principals.

All three authors collected data, which included observational field notes of discussions during face - to - face and online classes (19 total); written reflections for each teacher related to assigned articles and book chapters (approximately 19 per teacher); email correspondence with teachers; course assignments; end - of - the - semester feedback; and transcriptions of semiformal small group interviews (teachers were divided into five groups for these interviews).

During the post-conference, I affirm positives in the teacher's practice and support their reflections by analyzing the impact on their students.

During the reflection conference, teacher and administrator discuss how the lesson delivered during the formal observationDuring the reflection conference, teacher and administrator discuss how the lesson delivered during the formal observationduring the formal observation went.

If this is a lesson that will be given repeatedly during the day, reflection may be an area where a teacher may explain or note any adaptations on a lesson that has been given several times over the course of a day.

Teachers, as well as students, can observe and evaluate understanding during the learning process informally, such as through discussion, peer reviews and self - reflections, to ensure learning and instruction are on target.

Portfolio development gained popularity during the study as teachers began to realize how it might encourage reflection over time.

Two groups of teacher candidates with comparable prior experience participated in semester - long field assignments during which they video - recorded their instruction four times and wrote four reflections.

This reflection allows teachers the opportunity to analyze the decision - making processes they employed during the act of teaching students in classrooms (Athanases, 1993; Langer & Colton, 1994).

Preservice teachers are often presented with a given structure and specific topics — if not particular font and pagination requirements — when they engage in reflection during teacher preparation (Bodzin & Park, 2002; Francis, 1995; Yost, Sentner, & Forlenza - Bailey, 2000).

Experience with reflection during university preparation is necessary in preparing such teachers; reflective journal writing is an important element of that experience (Larrivee, 2000).

A multimedia case study can allow preservice teachers to observe and understand these tensions by hearing the teacher's reflections on the lessons, as well as seeing teacher decisions in action during the classroom video segments.

Preservice teacher reflections were examined for examples of technology use throughout their student teaching field experience, not just during the instruction of the work sample.

Many of the preservice teachers» reflections acknowledged the technology operations and concepts they learned during their teacher education program (NETS - T Standard I).

Existing research provides support for the use of video to develop such classroom and reflection practices during teacher preparation.

Chad Aldeman of Bellwether Partners recently provided a reflection on teacher evaluation reform during the Obama presidency in Education Next.

During coaching sessions, students connect with teachers, review academic progress, and work on learning practices such as goal - setting, study habit, and reflection, for the purpose of elevating students» awareness of the learning process and who they are as learners.

The comparison between LLMT and MMC participants allowed us to single out specifically the impact of video - based reflections during teacher preparation on teachers» reflective practices.

This allowed us to examine whether LLMT participants seemed to internalize the reflection practices to which they were exposed during teacher preparation and continued to engage in them once they entered the profession.

Yerrick et al. (2005) recognized that «engaging preservice teachers in a process of recognizing children's ideas and examining preservice teachers» personal belief systems during their reflection on practice is a promising area of research for understanding how to make change among tomorrow's teachers» (p. 352).

Modifying the informal reflection assignment to require the use of these less familiar forms of technology would extend the preservice English teachers» interactions with technology, in general, and provide specific experiences with a different medium that might encourage future experimentation in the classroom while supporting the development of preservice teachers» TPACK during university preparation.

During the trial phase of the teacher evaluation system, she said she there would be observations, discussions and reflections.

As beginning teachers experience and process new information during their initial acts of teaching, reflection is an inherent part of the process.

PAIR treatment teacher data sources included annual surveys and reflections on PD sessions, years and intensity of participation in PD events, teacher content knowledge and the ability to document student work, and performance on teacher interviews conducted during student portfolio conferences.

The teacher leaders developed sustainable methods of communicating with their teams three times over the course of a month: 1) midway through the month, the teacher leaders hand back to their site colleagues copies of the reflections they wrote at the last meeting and the plans they chose to implement during the month; 2) Co-principal Maria Carriedo sends an email to all the teachers a week before each meeting to remind them to bring their observations of their focal students; 3) teachers make notes to themselves, in a simple chart form, about the interventions and behaviors they plan to track and keep these on their classroom walls as an easy way to document their focal students» progress.

LOS ANGELES, April 24, 2017 — The Japanese American National Museum has developed a series of lesson plans for teachers to complement its Instructions to All Persons: Reflections on Executive Order 9066 exhibition and enhance student learning of the 75th anniversary of President Franklin Roosevelt's signing of the order that led to the tragic and unlawful incarceration of 120,000 individuals of Japanese ancestry during World War II.

Instead of just giving written feedback during the observation, the teacher can now actually see how the lesson went and complete a self reflection before I give my feedback.

Teachers who wait to reflect may not be as accurate in their reflections about what happens during the «swampy lowlands of practice.»

Teacher inquiry: A vehicle to merge prospective teachers» experience and reflection during curriculum - based, technology - enhanced field experiences.

During a cycle, teachers receive 1:1 coaching support, planning time during Monday team time, and time for reflection at the end of each quDuring a cycle, teachers receive 1:1 coaching support, planning time during Monday team time, and time for reflection at the end of each quduring Monday team time, and time for reflection at the end of each quarter.

Of particular interest is the notion that the emerging professional identity of preservice teachers could be enhanced through inclusion of relevant professional scenarios, materials, and support during the simulation in addition to the incorporation of a space for personal reflection and growth.