Sentences with phrase «teachers engaging the students in the learning process»

We've observed how effectively Inspired Teaching's teachers engage students in the learning process, stimulating inquiry and imagination.

The experiment component involves the teachers engaging the students in the learning process.

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According to the research findings, the use of technology changes the role of the teacher from a traditional knowledge provider rather into a facilitator guiding the students» learning processes and engaging in joint problem - solving with the students.

There is buy - in, with the teacher having listened to the students, engaged them in the learning process, and co-created a framework to proceed.

Most teachers already incorporate skill building in their classes to some degree; however, taking time to discuss and actively engage students in the process will keep skill development at the forefront of learning.

One creative way for teachers to help to get students engaged in the process of developing effective learning strategies is to apply a metaphor we call «explain it to your brain.»

Review: With this site, teachers can get students up and moving while still engaged in the learning process.

Once the student is engaged in the learning process, the teacher should provide feedback that guides the student in a journey of discovery.

After all, engaging a student intrinsically in the learning process, rather than with extrinsic motivators like grades, is the goal of every teacher.

To engage students effectively in the learning process, teachers must know their students and their academic abilities individually, rather than relying on racial or ethnic stereotypes or prior experience with other students of similar backgrounds.

The OECD found that those reforms that had been implemented most successfully (even if they had not been evaluated for impact) were those where students and learning were placed at the centre and where teachers and parents were also engaged in the process.

Seeing the benefits of project - based learning and cooperative lessons that encourage teamwork and shared perspectives, teachers more and more are finding ways to engage students in the discussion of learning at every point of the process.

Throughout the process, PICCS recommends that teachers engage in professional learning communities (PLCs) to support one another in such tasks as setting student growth measures, reviewing data from classroom observations, and improving professional practice.

For the past two years, these teachers have typically been engaged in using Student Learning Objectives — a process designed by ODE under the authority given to the department in a section of the ORC that would be struck through the passage of HB64:

We believe that evaluation goes hand in hand with deepening the expertise of teachers to engage students in high - quality learning while simultaneously increasing the expertise of school leaders to guide and support teachers in this improvement process.

Instructional strategies include all approaches that a teacher may take to engage students in the learning process actively.

Differentiated processes might involve how students learn the content, such as through different student groupings or ways in which teachers engage students with the digital primary sources.

The teachers who use this integrated method begin to feel they are engaged in a process of learning and creating with their students.

She offers seven strategies that teachers can use to involve students in the assessment process and ensure that students are the primary users of formative assessment information: (1) Provide a clear and understandable vision of the learning target; (2) Use examples of strong and weak work; (3) Offer regular descriptive feedback; (4) Teach students to self - assess and set goals; (5) Design lessons to focus on one aspect of quality at a time; (6) Teach students focused revision; and (7) Engage students in self - reflection and let them document and share their learning.

To give feedback that strengthens learners» motivation and persistence, teachers should keep five principles in mind: A learning context in which students are truly engaged makes feedback more palatable; fostering peer feedback is important; good feedback focuses on the processes a learner used; praise isn't the best way to give a positive message; and feedback focused on judging the learner (even positively) can backfire.

As second and tenth grade teachers, we understood that to be truly effective educators, we were required to be totally immersed in the task of helping our students become engaged and inspired during the learning process.

Many teachers and students would argue that it is time to move into the 21st century and begin using the resources we have available to engage our students in the learning process more readily.

Another misconception is that personalized learning encourages students to mainly engage and learn with their computers, cheapening the role of the teacher in the education process.

Despite these encouraging trends, most teachers are ill prepared to integrate technology in meaningful, innovative ways that engage students in the learning process (Stoddard, 2010).

After the teacher introduces new learning, he / she begins the student practice process by engaging students in a similar task to what they will complete later in the lesson independently.

The intended outcomes of the formal coaching process for the inviting teacher are the development of reflective practice and decision making; a refined and expanded repertoire of teaching strategies; an enhanced understanding of curriculum, instruction, and assessment; and the capacity to provide high - impact, learning - focused teaching strategies in an environment characterized by interesting and engaging work for students.

If teachers decide that their goals for students» learning include understanding, then professional development programs should give them time to think about what they mean by «understanding» and how they engage students in the process of understanding.

A way for teachers to learn from each other, and for students to gain knowledge from the expertise of two teachers both engaged in the instructional process.

These measures are used to actively engage the teacher and the evaluator in a goal - setting process for student learning that is customized for the teaching assignment and for the students.

Teacher adds differentiated components to a unit design and more students are emotionally engaged in learning process.

-- Matt Trask, a secondary senior physics teacher is having students make musical instruments to learn about wavelength — Kelly Skehill using design and software for students to apply calculus models to create new pop bottle designs — teachers are using technology to capture assessment information during the learning process — one particular good example at PJ Elementary — Kindergarten teacher (Sonia Southam) using iPads to engage parents and transform communication by capturing daily learning and sharing immediately via email with parents — the creation of Gleneagles Learning Lab Open House to showcase the process of learning — a teacher created Social Dynamics course for students with high functioning autism — the creation of an outdoor learning program for grades 6/7 students at Bowen Island Community School (Scott Slater created) that has students blending in - class and outdoor learning explearning process — one particular good example at PJ Elementary — Kindergarten teacher (Sonia Southam) using iPads to engage parents and transform communication by capturing daily learning and sharing immediately via email with parents — the creation of Gleneagles Learning Lab Open House to showcase the process of learning — a teacher created Social Dynamics course for students with high functioning autism — the creation of an outdoor learning program for grades 6/7 students at Bowen Island Community School (Scott Slater created) that has students blending in - class and outdoor learning explearning and sharing immediately via email with parents — the creation of Gleneagles Learning Lab Open House to showcase the process of learning — a teacher created Social Dynamics course for students with high functioning autism — the creation of an outdoor learning program for grades 6/7 students at Bowen Island Community School (Scott Slater created) that has students blending in - class and outdoor learning expLearning Lab Open House to showcase the process of learning — a teacher created Social Dynamics course for students with high functioning autism — the creation of an outdoor learning program for grades 6/7 students at Bowen Island Community School (Scott Slater created) that has students blending in - class and outdoor learning explearning — a teacher created Social Dynamics course for students with high functioning autism — the creation of an outdoor learning program for grades 6/7 students at Bowen Island Community School (Scott Slater created) that has students blending in - class and outdoor learning explearning program for grades 6/7 students at Bowen Island Community School (Scott Slater created) that has students blending in - class and outdoor learning explearning experiences

The process aims to develop a positive culture that supports student learning by engaging teachers, administrators, students, and families in working together as a learning community (Gibbs, 1998).

Teachers will learn to create scholarly environments that engage all students actively and consistently in sophisticated investigations of materials and performance tasks and to understand and apply advanced critical and creative processes.

By contrast, formative assessment occurs when teachers feed information back to students in ways that enable the student to learn better, or when students can engage in a similar, self - reflective process.

The SMART Student Process is designed to help teacher teams develop the knowledge and skills needed to do so, addressing School and Student Learning Objectives, common formative assessments, and engaging students in their own goal - directed lLearning Objectives, common formative assessments, and engaging students in their own goal - directed learninglearning.

CPM's free professional development is designed to model for the teachers what we want students to experience in math classrooms; therefore, the teachers are engaged in rich problems and are encouraged to ask questions to deepen their own understanding, and to contemplate the learning process in mathematically rich classrooms.

The mission of the National Board for Professional Teaching Standards is to advance student learning and achievement by establishing the definitive standards and systems for certifying accomplished educators, providing programs and advocating policies that support excellence in teaching and leading, and engaging National Board Certified Teachers and leaders in that process.

The teacher knows that students benefit from being aware of their own learning and thinking processes so engages them in considering how they go about learning something and how their minds work.

By combining standards - based instruction with UDL, teachers can follow a five - step process for designing lessons that engage and support all students in rigorous learning.

Bright IDEA teachers create scholarly environments that engage students actively and consistently in sophisticated investigations of materials, texts, and learning activities, and require them to understand and apply critical and creative processes that are quite advanced for K - 2 students.

Bright IDEA 2 teachers and principals created scholarly environments that engaged students actively and consistently in sophisticated investigations of materials, texts, and in learning tasks that required them to understand and apply critical and creative processes that were quite advanced for K - 2 students.

SBTS model and provide teachers with the support they need to successfully implement instructional technology initiatives at the school and to effectively use technology to engage students in the learning process.

The professional development is delivered in small increments over time to teacher leaders, affording them the time and space to experience the process by engaging in each task using their own school's student learning data as well as other local data.

THE POWER OF CHANGE MARIETTA CENTER FOR ADVANCED ACADEMICS, MARIETTA, GEORGIA Jennifer Hernandez, Principal The theme, The Power of Change, engaged teachers in student - directed, project - based, experiential learning centered on real - life problems and the design thinking process.

As science teachers ourselves, we recognize the importance of motivating students of all ages and engaging them in the process of learning!