Sentences with phrase «teachers examples of student work»

So, giving teachers examples of student work that exemplify the kind of thing that they should be working on is essential.

Not exact matches

«The work that Christina and Jessica did on the video library PITF project provided the master's students in my classes with examples of teachers at work with students of various ages, learning styles, and literacy challenges,» says Lecturer Pamela Mason.

Stay tuned: In tomorrow's article, Dr Tim Patston will explore specific examples of how the RISE Approach to Creative Education has been working for students and teachers.

In addition, the art teacher displays a work by every student in the school and teachers display examples of work the students have done throughout the year.

Ask teachers to bring at least one example of student work that he / she believes illustrates some aspect of 4Cs mastery.

Developed by over 130 current, experienced teachers for every grade level, the featured lessons include the teachers» reflections and insights, student work examples, and an array of other supporting materials.

For example, for Standard 3, we want to know how the teacher works with a group of 25 students, with a range of needs, and adapts instruction to meet their individual needs.

Teacher will give students examples of experiments and students will work together in small teams and raise their Independent / Dependent cards to identify the correct variables.

The intervention aimed both to explore how teachers might improve those practices in light of their reexamination of their validity and to engage them in moderation exercises within and between schools to audit examples of students» work and to discuss their appraisals of these examples.

So, for example, our teachers recently did a unit of work on angles and our students had very little knowledge.

For example, in work that I have done studying performance in disadvantaged urban schools, a top teacher can in one year produce an added gain from students of one full year's worth of learning compared to students suffering under a very ineffective teacher.

What's Included: - Detailed teacher instructions - Student instruction handout - Job application forms - Ownership application forms - Police officer log - Classroom fines and offenses form - Student grand totals form - Student transaction log form - Teacher documentation forms to keep track of all aspects - Sample examples are included for all aspects of the simulation to help understand how the simulationteacher instructions - Student instruction handout - Job application forms - Ownership application forms - Police officer log - Classroom fines and offenses form - Student grand totals form - Student transaction log form - Teacher documentation forms to keep track of all aspects - Sample examples are included for all aspects of the simulation to help understand how the simulationTeacher documentation forms to keep track of all aspects - Sample examples are included for all aspects of the simulation to help understand how the simulation works.

For example, if black students are more likely to attend and black teachers are more likely to work in under - resourced schools, a naive analysis might conflate the effect of having a same - race teacher with that of school resources.

The value of a faculty's dividing into teams, for example, is to enable teachers to work effectively together to improve instruction and enable students to meet or exceed rigorous standards that are embodied in the curriculum.

In my research I have identified 34 different examples of charter school innovation, including small size; untenured teachers; contracts with parents; real parent and teacher involvement in school governance; outcome -(rather than input --RRB- based accreditation; service learning fully integrated into the curricula; unusual grade configurations; split sessions and extended school days and years to accommodate working students; and computer - assisted instruction for at - risk and other frequently absent students.

This is a great example of teachers and students working together to create something amazing for the entire school.

This is for teachers to use for an example of a piece of geography or to explain to the students how the river works from the different types of erosion to their velocities and how it works.

If the school was of the progressive stripe, for example, attracting parents and teachers who abhorred standardized testing, then portfolios of student work might serve as the indicator of success.

Pictures of school activities, plus calendars, e-newsletters, examples of student work, and week - by - week listings of course assignments and due dates, are just a few of the ways teachers or principals are using the Internet to share important classroom and school information with parents.

Donna Selyn, known at Cold Springs as «Grandma Donna,» for example, originally volunteered to assist teachers and office staff during the school day, but now much of her work involves the students.

For example, the Practice Guides distill a wealth of research into clear steps teachers can take to improve the learning of their students.7 The What Works Clearinghouse was created with the idea of helping the public understand research results and whether they were completed using rigorous methods.

For example, Center X, at the University of California at Los Angeles (see «Two Programs That Work,» in the sidebar below), requires its teacher - education students to intern in Los Angeles - area schools with racially, culturally, and linguistically diverse low - income student populations.

As litigation involving the misuse of technology by students and teachers in the US continues to grow, this article relies on examples of American litigation to serve as a cautionary tale for Australian educational leaders and governing boards as they work to develop acceptable use policies (AUPs) to regulate computer use by students and teachers.

In last month's segment, we presented an example of a teacher checking students» math during class time rather than taking the work home to be graded.

For example you might see one moment teachers and students working together to explore a compelling question, teachers really guiding the process quite carefully, showing the students how to go about the process of investigation and research, building that understanding it over time.

Hattie defines teacher clarity quoting the (unpublished) work of Fendick (1990) as «organization, explanation, examples and guided practice, and assessment of student learning — such that clarity of speech was a prerequisite of teacher clarity.»

These grants are an unprecedented opportunity to follow the example of a bold group of district leaders and teachers, and work together to ensure that all students are taught by effective teachers, in our cities and beyond,» said Gene Wilhoit, Executive Director of the Council of Chief State School Officers.

From the trenches of a seasoned teacher, see examples of student work produced during the first year of implementation.

And here are a few examples of teachers» goals: to more consistently draw on student data to inform my teaching; to employ high standards for all of my students, not just the ones I easily relate to; to be more open to experimenting with the new technologies in my classroom; to working more collaboratively; to getting better at saying «no»; to giving supportive and constructive feedback to my colleagues; to be more open to my colleagues» feedback about my teaching.

One example is the School of One program in New York City in which the old model of one teacher handling 25 students at once in one classroom is broken up into a new model of each student being assigned each day to a large class, a tutor, a computer simulation, or a small group, whatever works best at that moment, until the student meets the learning objective.

An observer also tallied the number of «redirects» across the 20 minutes — that is, each time the teacher had to stop their instruction to redirect or correct student behaviour (for example, asking them to sit down or reminding them that they need to be working).

A recent comprehensive review by Barry Fishman and Chris Dede on technology and teaching in the latest edition of AERA's Handbook of Research on Teaching, for example, describes how the collaborative editing and comment functions in Web 2.0 tools (like Google Docs or wikis) help spread knowledge across students and teachers and help students work together and engage in new ways.

For example, educators debate whether whole class, small group, or independent work is most beneficial for student learning, and teachers must decide for themselves the set of organizational strategies they will use to accomplish their goals.

The framework for our overall project also points to the mostly indirect influence of principals «actions on students and on student learning.223 Such actions are mediated, for example, by school conditions such as academic press, 224 with significant consequences for teaching and learning and for powerful features of classroom practice such as teachers «uses of instructional time.225 Evidence - informed decision making by principals, guided by this understanding of principals «work, includes having and using a broad array of evidence about many things: key features of their school «s external context; the status of school and classroom conditions mediating leaders «own leadership practices; and the status of their students «learning.

At both schools there were examples of teachers subsequently designing their own impromptu surveys that were administered to students to get more immediate feedback as to what is working or not working for them in that particular class.

The multiple linkages model asserts a prominent role for «situational variables» — the size of the work group, organizational policies and procedures, the prior training and experience of members — which mediate what the leader is able to do.131 For example, the size of the school will have a significant effect on how well teachers know other teachers; it also will affect the way in which teachers form workgroups or departments to talk about their work.132 The fragmented nature of professional communities, rather than size per se, becomes a constraint on how principals try to organize professional communities to focus on instruction and student learning.

When asked for an example, he pointed to the National Board for Professional Teaching standards exam, which rates portfolios of student work and videos of teachers in action.

Ms. Lewis shared a deeply personal example of why student - teacher relationships are so important, arguing that emotional intelligence, the ability of an educator to support a student who faces anxiety, anger, and frustration, is a critical piece a lot of schools miss when working with their students.

For example, educators debate whether whole - class, small group, or independent work is most beneficial for student learning, and teachers must decide for themselves the set of organizational strategies they will use to accomplish their goals.

This may be for example sports facilities for schools who are undergoing building work or lack outdoor space, academic support for staff in departments with new colleagues or where resource development is needed, or gaining support from students or teachers in a key area of the schools choice such as maths tutoring, language lessons or developing a school orchestra.

For example, teachers used a Broken Calculator applet as adult learners and then worked with a small group of students who were asked to think aloud to reveal their mathematical thinking on the same problems.

For example, in light of what the evidence reveals, the teacher may reshape or extend a lesson or engage students in working together to achieve the intended learning.

For example, Mr. Mislevy pointed to diagnostic systems now used in computer - based programs such as Carnegie Learning and Khan Academy, in which students work through individual topics at their own pace, taking brief tests of their mastery along the way, with feedback delivered to the student and teacher on individual processes or misconceptions that cause the student problems.

It's hard to carry out a vision of student success, for example, if the school climate is characterized by student disengagement, or teachers don't know what instructional methods work best for their students, or test data are clumsily analyzed.

«Ms. Milbrath and the other teachers recognized are an example of the great physical education teachers we have working with our students,» he said.

Rather than rating lesson plans on the student ability to develop understanding, teachers might reflect on the demand for students to make inferences and cite examples of student quotes from conversation and student work that demonstrate inferences.

Example projects: Ms. Hassel co-authored, among others, numerous practical tools to redesign schools for instructional and leadership excellence; An Excellent Principal for Every School: Transforming Schools into Leadership Machines; Paid Educator Residencies, within Budget; ESSA: New Law, New Opportunity; 3X for All: Extending the Reach of Education's Best; Opportunity at the Top; Seizing Opportunity at the Top: How the U.S. Can Reach Every Student with an Excellent Teacher; Teacher Tenure Reform; Measuring Teacher and Leader Performance; «The Big U-Turn: How to bring schools from the brink of doom to stellar success» for Education Next; Try, Try Again: How to Triple the Number of Fixed Failing Schools; Importing Leaders for School Turnarounds; Going Exponential: Growing the Charter School Sector's Best; the Public Impact series Competencies for Turnaround Success; School Restructuring Under No Child Left Behind: What Works When?

Examples of scored student responses are also available for teachers and students to see actual work and the corresponding points earned on the student example.

I have been fortunate in my career as a primary school teacher and now as an instructional coach to work with building administrators who put students first, and as a teacher leader I strive to be a true example of student - centered teaching and learning.

For example, when teachers find that a majority of students report that they do not have enough time to work on things they learn in class, the process for deciding what to change becomes clearer.