Sentences with phrase «teacher varies the learning»

Individualized learning — An educational approach wherein the teacher varies the learning objectives, instructional methods, content, and assessment methods based on the needs of individual students.

Not exact matches

Boys whose fathers engaged in physical play but without excessive direction were rated as more popular by their teachers.48 Effects of fathers may vary across children's ages, with fathers of adolescent sons frequently playing important roles in those son's transitions, as seen among Arnhem land Australian aborigines.49 Among the Aka hunter - gatherers of Central African Republic, males of varying ages report that they predominantly learned subsistence and social behavioural norms from their fathers.50

Millennials, who as a rule like to do things their own way, are finding unusual, special and varied names for their babies, leading to grandparents who have learned to keep their opinions to themselves and classroom teachers who may have to guess at a child's gender before the first day of class.

In the yoga teacher trainings at this best yoga institute in Rishikesh India students learn an integrated approach to yoga that helps that master the teachings in their own life and be able to teach and share the yogic teachings in varied environments across the world.

In the Yoga Teacher Trainings at Sattva Yoga Academy students learn an integrated approach to yoga that helps that master the teachings in their own life and be able to teach and share the yogic teachings in varied environments across the world.

Once again, the answers will vary, but most teachers will say they experience great satisfaction at school when a student achieves or learns successfully.

In order to support school leaders and teachers to become their most effective at using digital technologies with new pedagogies, it is vital that a district support the digital transformation through varied building - level and district - level professional learning opportunities.

They learn that students are primarily assessed by multiple teacher - made tests that vary from one school to another.

I have the audience raise their hands and, every time, I have had a varying amount of teachers raise their hand in agreement that yes, individuals do learn better when they receive information in their preferred learning style.

Students in the enrich class rotate to a different teacher each day so they can experience varying teaching styles as well as learn with different peers.

The way the teacher presents these questions varies, and students» responses can be indicative of their learning pace.

Further, the particular forms that are viewed as socially desirable vary from culture to culture and setting to setting and thus have to be learned by students (e.g., interrupting teachers to ask questions or to express opinions is standard practice in American classrooms whereas Japanese students are expected to be very quiet during class).

In high school, teachers need to use varied strategies to meet the needs of the varied learning styles of students.

Already in preschool learning environments, teachers can vary significantly in the amount of mathematical information they convey while interacting with children.

In fourth and fifth grades, most Enota teachers design learning contracts, weekly activity charts that offer a menu of activities based on varying intelligences, for their students.

While approaches vary, the assessments usually require teacher hopefuls to gather and analyze data to show that their students are learning; to pretest and post-test students to gauge what they have learned and tailor teaching based on that information; and to tailor individual plans for students who are...

As blended learning grows and teachers» roles shift, more schools may have to follow the lead of these CMOs to varying degrees in the immediate future.

About a decade ago, some researchers reported that teachers are the most important school - level factor in students» learning, and that that their effectiveness varies widely within schools (McCaffrey, Koretz, Lockwood, & Hamilton 2004; Rivkin, Hanushek, & Kain 2005; Rockoff 2004).

So, how can a thoughtful learning professional address the varied needs of adult and child learners and incorporate both teacher - centered and student - centered practices?

That said, one of the biggest ironies I noted was how much of the book's techniques may be, to varying degrees, irrelevant for the jobs of teachers in the future, as online learning continues to grow in blended - learning settings and remakes the learning environments in schools.

WestEd also found that teachers in OMA schools did better than their peers on every indicator, including lesson planning and design, arts - integrated instruction, and the creative use of varied learning activities.

When a teacher, school or district tells parents, «We're going to do project - based learning,» the response may vary.

A veteran educator, Tomlinson works with teachers across the U.S. and abroad to help them develop classroom lessons that are suited to students with varied learning needs.

Designed to provide teachers and administrators with a range of practical suggestions for making the schoolyard a varied and viable learning resource, Moving the Classroom Outdoors presents concrete examples of how urban, suburban, and rural schools have enhanced the school site as a teaching tool.

This session will explore ways to develop a differentiated PD model, one that recognizes the need to accommodate a wide range of teachers» learning styles and to support your facultyÕs varying skills and experience with technology integration.

Few teachers find their work effective or satisfying when they simply «serve up» a curriculum — even an elegant one — to students with no regard for their varied learning needs.

Our results suggest that elementary - school students learn more with «tough» teachers, with the effects varying depending on students» initial performance levels and on the overall performance level of their classrooms.

The multitude of factors ranging from teachers» teaching styles to community involvement and everything in between necessitate that the ideal learning spaces for a school will vary.

Each station uses a different learning method; computer - adaptive software, direct instruction from the teacher, and the third station varies from day - to - day.

One recent example of research about the link between the principal and teachers «professional development is provided by the study of IFL (Institute for Learning) implementation strategies in three urban school districts.127 That study found that teachers reported varying amounts of instructional support provided by their principals.

This sensemaking was expressed through the different logics by which teachers organized DI and the varied ways in which they used data on student learning to inform their strategies.

FEATURES 19 detailed whole group lessons, small group lessons with activities 1 end - of - unit assessment Teacher guide activities that model concrete representations of abstract mathematical concepts Easy - to - use resources that offer classroom — tested lesson plans targeting the big ideas of math PRODUCT PERKS Teacher Guides - 19 differentiated whole and small group lessons per unit; blackline masters; 1 unit assessment Warm - Up Posters - 1 poster per unit; short, engaging activties for each day of the week; spiral review previously learned math concepts Card Sets - 16 card sets per unit to easily manage small group instruction; no printing, cutting, laminating, or sorting; conveniently stored in labeled lesson bags Durable Tote - Teacher Guide, Warm - Up Poster, and Card Sets all stored in a durable, stackable tote SUGGESTED MANIPULATIVES TO USE WITH THIS KIT: Button CountersNine different shapes are included, in varying sizes and colors.

We helped teachers create learning environments that were challenging, active, engaging, varied, and flexible, with the teacher responding purposefully — through data — to students» readiness, interests, and learning styles.

To varying degrees, teachers have often sought to give students voice and choice within their learning.

FEATURES 19 detailed whole group lessons, small group lessons with activities 1 end - of - unit assessment Teacher guide activities that model concrete representations of abstract mathematical concepts Easy - to - use resources that offer classroom — tested lesson plans targeting the big ideas of math PRODUCT PERKS Teacher Guides - 19 differentiated whole and small group lessons per unit; blackline masters; 1 unit assessment Warm - Up Posters - 1 poster per unit; short, engaging activties for each day of the week; spiral review previously learned math concepts Card Sets - 16 card sets per unit to easily manage small group instruction; no printing, cutting, laminating, or sorting; conveniently stored in labeled lesson bags Durable Tote - Teacher Guide, Warm - Up Poster, and Card Sets all stored in a durable, stackable tote SUGGESTED MANIPULATIVES TO USE WITH THIS KIT: ButtonsNine different shapes are included, in varying sizes and colors.

Benefits of online mathematics courses have been noted to include (a) a wide range of potential resources; (b) convenience, flexibility and accessibility, which is especially important to teachers who have busy schedules and may not be able to attend face - to - face learning opportunities; (c) a dynamic learning environment; (d) varied communication opportunities; (e) the potential for individual and independent learning; and (f) the facility with which today's students may engage in these learning opportunities (Engelbrecht & Harding, 2005a, pp. 264 - 266).

Teachers need to plan for the scope and sequence of how they will cover the key learning over the half term — these, as we know, vary in length from year to year so this involves making decisions and choices.

Other practices that should be evident within classrooms include the following teaching strategies: active learning experiences, varied instructional strategies, balance between teacher directed and child directed activities, an integrated curriculum, and learning centers.

When a teacher varies activities, changes them up, and uses a wide range of instructional strategies students stay engaged, ultimately helping them learn more.

Working closely with their peers in school - based or interest - based learning communities, effective teachers learn to use assessment data, reflections on their own practice, and moment - by - moment feedback from children to vary the support they provide to students with different levels of expertise and confidence.

The majority of teachers reported that they did not use several instructional strategies that might address these issues, such as those relating to student choice, student inquiry, the use of technology and varied texts, and student discussion of text materials and what they have learned.

Before teachers can be expected to use varied media and media production effectively as student learning tools in their classrooms, teacher educators need to provide teachers with opportunities to learn and think deeply about media and media production for their own purposes and find ways to support teachers» ongoing instructional needs (Miller, 2007).

Absent a district structure for teacher leadership, work collaboratively with teachers to conduct a school needs assessment to determine gaps in leadership; identify multiple and varied formal or informal leadership opportunities; and provide flexible scheduling and additional compensation that would allow teachers to take on increased responsibility for professional learning, curriculum, or school improvement activities.

Findings suggest: (a) teachers without prior preparation learn informally from peers to use CPT; (b) they use CPT to promote student and teacher learning and well - being and to respond to school - wide needs; (c) teacher knowledge of CPT varies and teams could function more fully and / or efficiently with formal professional development; (d) teachers have adapted the ways they use CPT under NCLB, planning fewer interdisciplinary units and more lessons to promote reading and math achievement.

Savvy teachers worked hard to create classrooms where students would have the opportunities to learn from one another's varied experiences and perspectives.

For example, Stand Up for Public Schools, The Secret Life of Public Schools, and Public School Proud (initiated by the National School Boards Association, the Learning First Alliance, and New York's United Federation of Teachers, respectively), shine a light on the realities of public schools and demonstrate support for the varied and innovative opportunities they provide students nationwide.

Classrooms and other learning areas in a school building should be large enough to include spaces that accommodate the different learning styles of students — visual, auditory, tactile — and the varied instructional strategies used by teachers.

While the formal or informal leadership roles of teachers may vary in different schools and districts, teacher leadership is broadly defined in the 2011 Teacher Leader Model Standards as «the process by which teachers, individually or collectively, influence their colleagues, principals, and other members of the school community to improve teaching and learning practices with the aim of increased student learning and achievement.teacher leadership is broadly defined in the 2011 Teacher Leader Model Standards as «the process by which teachers, individually or collectively, influence their colleagues, principals, and other members of the school community to improve teaching and learning practices with the aim of increased student learning and achievement.Teacher Leader Model Standards as «the process by which teachers, individually or collectively, influence their colleagues, principals, and other members of the school community to improve teaching and learning practices with the aim of increased student learning and achievement.»

A varied approach that balances gradual release with inquiry, followed by opportunities for supported application within the classroom, best supports teachers in analyzing and applying instructional shifts to teaching and student learning required in the Common Core.

The disruption of teachers coming and going and the frequent use of substitutes with varying levels of skill and commitment effectively steal learning time from students who can least afford it, experts say.