Sentences with phrase «teachers analyze student»
Once the pre-lesson assessment is administered, teachers analyze the student work to determine misconceptions and create feedback questions that will move the learners and learning forward.
http://www.kentuckyteacher.org/
Project QUASAR math assessments have helped teachers analyze student responses and raised their expectations for student learning.
The Instructional Planning Tool provides the «So What» after teachers analyze student data.
Coaches may for instance talk to teachers about their goals for student learning and then observe specific students in the classroom, or help teachers analyze student work and make decisions about the next day's lesson.
Knowing that students would need this competency to write their first essay, teachers analyzed students» incorrect answers and retaught the specifics of this type of online citation accordingly.
Not exact matches
The software then analyzes the data and searches for patterns that help teachers improve student performance.
So Schnidman Medbery, who studied computer science at Columbia University before spending two years with Teach for America in rural Arkansas, decided to create software to help teachers track and analyze student performance.
Students analyze a teacher's comments on their essay before checking the grade.
And let's be clear: Stager is not suggesting that teachers hand out hastily scrawled generalities — «analyze Hamlet» — and then sit back as students miraculously teach themselves Shakespeare.
«By analyzing how teachers evaluated their students» work on an NGSS - aligned task, we were able to get a good sense of what teachers knew about key aspects of NGSS, knowledge we believe is necessary for successful NGSS implementation.»
The bill's text, if passed into state law, would protect teachers from discipline if they «help students understand, analyze, critique, and review in an objective manner the scientific strengths and scientific weaknesses of existing scientific theories covered in the course being taught,» namely, «biological evolution, the chemical origins of life, global warming, and human cloning.»
«It's possible that the negative effect that we have detected will disappear at that point, because in secondary school, the students have a higher level of English,» says Carro, who also proposes another topic to be analyzed: find out what other factors can influence the program's results, such a the importance of the teachers» level of English.
Stephen Kilgus, an associate professor in the Department of Educational, School and Counseling Psychology in the College of Education at the University of Missouri, is analyzing how a new screening tool, which is completed by students, can help teachers identify potential academic, social and emotional problems.
The University of Michigan is partnering with the Illinois Department of Human Services» Division of Rehabilitation Service to collect and analyze feedback from students and teachers, and to evaluate the implementation and cost effectiveness of the virtual reality training program.
The teachers recognize and analyze distinct aspects of each student on individual basis.
District teachers chatted with our students as they addressed President Obama's and Governor Romney's remarks and analyzed their rhetoric.
Teachers Find Election 2016 Tricky to Navigate in the Classroom Education Week, 9/14/16 «Indeed, having students analyze issues beyond the campaign rhetoric is one of many ways that teachers are approaching the 2016 election, said Meira Levinson, a professor at the Harvard Graduate School of Education who has been holding professional - development sessions on the election with teachersTeachers Find Election 2016 Tricky to Navigate in the Classroom Education Week, 9/14/16 «Indeed, having students analyze issues beyond the campaign rhetoric is one of many ways that teachers are approaching the 2016 election, said Meira Levinson, a professor at the Harvard Graduate School of Education who has been holding professional - development sessions on the election with teachersteachers are approaching the 2016 election, said Meira Levinson, a professor at the Harvard Graduate School of Education who has been holding professional - development sessions on the election with teachersteachers.»
Students analyze whether their thoughts about the problem are permanent («I stink at math and will never get good at it») or temporary («I was distracted by my friends»), and whether they blame themselves («I didn't ask for help when I was confused by my math assignment») or others («the teacher doesn't like me») for the problem.
I envision, for example, a teacher having two double - period classes and taking the last two periods to grade the student work with their colleagues shortly thereafter, analyzing the pieces and making their curriculum and pedagogy more connected.
Not long ago, my colleague Michael Horn wrote about a new study out of Columbia Teachers College that analyzes the student performance results of Teach to One during the most recent school year.
«If a student knows that he or she is struggling with graphs and with analyzing data sets, then they should opt into this workshop so they can get this extra teacher support.»
In their article, «The Relative Equitability of High - Stakes Testing versus Teacher - Assigned Grades: An Analysis of the Massachusetts Comprehensive Assessment System (MCAS),» Harvard Graduate School of Education researchers Robert T. Brennan and James S. Kim, and UMass Boston researchers Melodie Wenz - Gross and Gary N. Siperstein compared 736 student results on the MCAS with teacher - assigned grades in order to analyze the relative equitability of the two measures across three subject areas — math, English, and sTeacher - Assigned Grades: An Analysis of the Massachusetts Comprehensive Assessment System (MCAS),» Harvard Graduate School of Education researchers Robert T. Brennan and James S. Kim, and UMass Boston researchers Melodie Wenz - Gross and Gary N. Siperstein compared 736 student results on the MCAS with teacher - assigned grades in order to analyze the relative equitability of the two measures across three subject areas — math, English, and steacher - assigned grades in order to analyze the relative equitability of the two measures across three subject areas — math, English, and science.
Having students enter their own scores into a spreadsheet was intended to help teachers by gathering the data in one place for them to view and analyze.
Students analyze several classrooms at their school, interview teachers, research pets, and make informed recommendations about which pet is right for each classroom.
Value - Added Model (VAM): In the context of teacher evaluation, value - added modeling is a statistical method of analyzing growth in student - test scores to estimate how much a teacher has contributed to student - achievement growth.
After analyzing the students, Barrier reviews the teachers» strengths and teaching styles to decide who will teach which tier.
Science Teachers Learning through Lesson Analysis (STeLLA) is a professional - development program for upper - elementary school science teachers in which teachers develop two lenses for analyzing teaching, the «Student Thinking Lens» and the «Science Content Storyline Lens,» to analyze videos of teaching pTeachers Learning through Lesson Analysis (STeLLA) is a professional - development program for upper - elementary school science teachers in which teachers develop two lenses for analyzing teaching, the «Student Thinking Lens» and the «Science Content Storyline Lens,» to analyze videos of teaching pteachers in which teachers develop two lenses for analyzing teaching, the «Student Thinking Lens» and the «Science Content Storyline Lens,» to analyze videos of teaching pteachers develop two lenses for analyzing teaching, the «Student Thinking Lens» and the «Science Content Storyline Lens,» to analyze videos of teaching practice.
Teachers analyze results to see how well students are meeting learning objectives.
Leading scholars from the fields of education, history, political science, and anthropology analyze democracy and what it means for preparing teachers and educating students.
Among the factors considered in the portfolio assessment are teachers» abilities to plan and implement instruction, to evaluate student learning and analyze their own teaching, to know their students, and to adapt instruction for individual students.
Plus, they could capture the digital activity of students, and ask teachers to scan student assignments and tests so those could be analyzed as well.
I know a teacher that let students analyze a variety of cell phone plans of their choice, but still demanded that they show the same skills in linear equations.
As AP Biology, Chemistry, and Physics teachers begin implementing these mandated shifts in content and pedagogy, this study will analyze the correlation among the types of professional development teachers select, teachers» level of participation and perceptions about effectiveness of this professional development, and their students» performance on the new AP exams.
Teachers and students living in the Potomac and Chesapeake Bay watersheds work with local organizations and learn to sample water quality and collect and analyze data from the waters and the surrounding forest environment.
A single teacher attempting to administer, grade, and analyze daily assessments; create and coordinate individual lesson plans for each student; and plan daily lessons designed for students» learning needs would quickly become overwhelmed.
These house meetings are also where teachers collaborate to analyze their students» results on Edison's monthly benchmark assessments.
The key to this new emphasis on achievement was the TRIAND data - management system, developed in partnership with a local software vendor to capture, analyze, and share specific student achievement data among administrators, school leaders, teachers, and even parents.
In addition to modeling lessons for teachers and working with small groups of students, the skills specialists also regularly analyze student scores on diagnostic, formative, and standardized tests across classrooms, subjects, and grades.
The Strategic Data Project (SDP), based at Harvard, will help states and districts assemble and analyze their student and teacher data, providing policymakers with much needed information about trends on student graduation and college - going, the effectiveness of teachers and schools, and human capital management.
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.
And if the underlying measure of student achievement in these studies was standardized tests, as was surely the case in many of them, why are such tests acceptable as measures of teacher quality in studies that are meta - analyzed and used indirectly, but unacceptable when they are used directly to assess teacher quality in a structured research design?
«I don't think there's anything close to it,» says Albert Beaton, who helped analyze the report and its surveys of 570,000 students and 60,000 teachers as a researcher for the Educational Testing Service.
Sure there are many conversations happening asynchronously, threads going on, assignments analyzed, and feedback given at wacky hours of the day and night, but there also must be «class times» where students are sent a link and must attend the real - time conversation between classmates and teacher.
I propose that when teachers analyze test scores and VAM measures to unpack student achievement, they can have three conversations:
Teachers will need to incorporate lessons that ask students to analyze exemplar oral and written arguments, and they will need to increase the number of writing and speaking assignments in which students argue their opinion about a topic or theme, using text - based evidence as support.
And as teachers answer this question, their class will be transformed into a center of learning where students are applying, analyzing, and creating content, rather than simply acquiring information.
Looking back, I can see that my colleagues and I were struggling to counteract powerful tendencies that work against high student achievement in urban schools: If teachers work in isolation, if there isn't effective teamwork, if the curriculum is undefined and weakly aligned with tests, if there are low expectations, if a negative culture prevails, if the principal is constantly distracted by nonacademic matters, if the school does not measure and analyze student outcomes, and if the staff lacks a coherent overall improvement plan — then students fall further and further behind, and the achievement gap becomes a chasm.
If teachers don't create and analyze data on student achievement, tying a system of evaluating or compensating them to the outcomes of their students becomes capricious and counterproductive.
With the help of their teachers, students can develop the skillsets needed to solve problems that have not yet been recognized, analyze information as it becomes rapidly available in the globalized communication systems, and to skillfully and creatively take advantage of the evolving technological advances as they become available.
Teachers re-outfit themselves as sideline reporters, monitoring, questioning and analyzing the action, while the quickest and slowest students suddenly discover themselves in supporting and leading roles they never quite imagined.