Sentences with phrase «teachers feedback about»

Total participation techniques get all students engaged with content, giving teachers feedback about what they know.

When professional development leaders need to give teachers feedback about areas in which they should improve, they can make this feedback less negative by building on teachers» strengths.

«We wanted to give teachers feedback about their movement and interactions,» says Gentilucci.

For example, before instruction, strategies like entrance slips, galleries, or signaling help introduce a lesson and give the teacher feedback about what students already know about the topic.

Not exact matches

But more and more, I'm realizing if you're able to receive constructive feedback from a boss, parent, spouse or teacher and then implement what's needed to do it better the next time, you care more about learning than your ego.

For the most part, feedback from teachers cited concerns about rodents and bugs, too much going on [in the classroom], spills, and taking away from instruction time.

I think it really motivated me to think more deeply about the homework he gets, the tests he gets, the feedback he gets from his teachers.

Sometimes it is not clear what the best course of action might be, but people around us — parents and teachers — help by giving us feedback about our behaviour.

BOX 23, A-15-4; 30219212 / 734979 SAPA Requests for Translations of SAPA materials, 1966 - 1968 Prerequisites for SAPA The Psychological Basis of SAPA, 1965 Requests for SAPA to be Used in Canada, 1966 - 1968 Requests for Assistance with Inservice programs, 1967 - 1968 Schools Using SAPA, 1966 - 1968 Speakers on SAPA for NSTA and Other Meetings, 1968 Suggestions for Revisions of Part 4, 1967 - 1968 Suggestions for Revisions of the Commentary, 1967 - 1968 Summer Institutes for SAPA, Locations, 1968 Summer Institutes for SAPA, Announcement Forms, 1968 Inservice Programs, 1968 - 1969 Consultant Recommendations, 1967 - 1968 Inquiries About Films, 1968 Inquiries About Kits, 1967 - 1968 Inquiries About Evaluations, 1968 Tryout Teacher List, 1967 - 1968 Tryout Centers, 1967 - 1968 Tryout Feedback Forms, 1967 - 1968 Tryout Center Coordinators, 1967 - 1968 Cancelled Tryout Centers, 1967 - 1968 Volunteer Teachers for Parts F & G, 1967 - 1968 List of Teachers for Tryout Centers, 1963 - 1966 Tucson, AZ, Dr. Ed McCullough, 1964 - 1968 Tallahassee, FL, Mr. VanPierce, 1964 - 1968 Chicago, IL, University of Chicago, Miss Illa Podendorf, 1965 - 1969 Monmouth, IL, Professor David Allison, 1964 - 1968 Overland Park, KS, Mr. R. Scott Irwin and Mrs. John Muller, 1964 - 1968 Baltimore, MD, Mr. Daniel Rochowiak, 1964 - 1968 Kern County, CA, Mr. Dale Easter and Mr. Edward Price, 1964 - 1967 Philadelphia, PA, Mrs. Margaret Efraemson, 1968 Austin, TX, Dr. David Butts, 1968 Seattle, WA, Mrs. Louisa Crook, 1968 Oshkosh, WI, Dr. Robert White, 1968 John R. Mayer, personal correspondence, 1966 - 1969 Teacher Response Sheets, 1966 - 1967 Overland, KS Oshkosh, WI Monmouth, IL Baltimore, MD Teacher Response Checklist SAPA Feedback, 1965 - 1966 Using Time Space Relations Communicating Observing Formulating Models Defining Operationally Interpreting Data Classifying (2 Folders) Measuring Inferring Predicting Formulating Hypothesis Controlling Variables Experimenting Using Numbers SAPA Response Sheets for Competency Measures, 1966

Their common feature is that, rather than listening passively, students spend class time engaged in answering questions, solving problems, discussing solutions with their peers and reasoning about the material they are studying, all while getting regular feedback from their teacher.

The data was gathered and analyzed by a team led by Michigan Technological University and the STEM Education Center at the University of Minnesota asked for feedback from nearly 40 teachers in a three - week professional development program about STEM education.

By the time students come together to discuss the problem, the teacher is well informed about the successful and unsuccessful strategies they have attempted, and can provide sturdy feedback about their work.

When it comes to receiving feedback about their own practice, teachers prefer to put the car in drive — to hear about future behaviors, not past performance.

Our enrollment continued to grow, students gave positive feedback about their experiences, teachers continued to build out a curriculum that is aligned to our school competencies, case management and holistic service provision kicked in, and staff culture has been positive.

What is striking about the «professional learning cycle», based on Timperley's work and used by some schools in Australia, is that it resonates so much with what we know about feedback loops for dialogue between teachers and children.

After extensive research on teacher evaluation procedures, the Measures of Effective Teaching Project mentions three different measures to provide teachers with feedback for growth: (1) classroom observations by peer - colleagues using validated scales such as the Framework for Teaching or the Classroom Assessment Scoring System, further described in Gathering Feedback for Teaching (PDF) and Learning About Teaching (PDF), (2) student evaluations using the Tripod survey developed by Ron Ferguson from Harvard, which measures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test scores over multiplfeedback for growth: (1) classroom observations by peer - colleagues using validated scales such as the Framework for Teaching or the Classroom Assessment Scoring System, further described in Gathering Feedback for Teaching (PDF) and Learning About Teaching (PDF), (2) student evaluations using the Tripod survey developed by Ron Ferguson from Harvard, which measures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test scores over multiplFeedback for Teaching (PDF) and Learning About Teaching (PDF), (2) student evaluations using the Tripod survey developed by Ron Ferguson from Harvard, which measures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test scores over multiple years.

Hundreds of companies want real - time feedback from teachers and school administrators about their applications and programs.

Conscientious parents are constantly getting feedback about the academic performance of their children, almost all of it from teachers.

High school teacher Katie Piper shares honest feedback about the challenges associated with assessing students fairly during the PBL process, where collaboration is key and critical.

These teachers care deeply about students, paying attention to the climate in the classroom, their students» engagement during instruction, or their response to feedback.

In Collaboration, feedback and a growth mindset Teacher Editor Jo Earp spoke to Associate Professor Jane Mitchell and Dr Sara Murray about a project that involved academics partnering with school leaders and staff to develop feedback strategies that promote a growth mindset in students.

This system also incorporates teacher feedback: what they know about their students and what they've seen in class.

Again, through an inquiry learning process, students investigated «games» and used Scratch to design and construct their own games resulting in a gaming convention at the school where students were able to showcase, share and receive feedback about their games from other students, teachers, parents and the wider community.

While so far the whole process has taken place in a «safe» environment, where the teacher has advised them about difficulties or errors, now the student must learn to accept the feedback received by an «anonymous» audience and turning it into changes in approach, solution or characteristics of its proposal.

Perhaps what has been most satisfying to Johnson and the ArtThink development team is the feedback they've received from teachers about the site.

In their research on effective professional learning, Susan Neuman and Linda Cunningham focused on a coaching model to find out more about the effects of collaboration and feedback for teachers involved in coursework addressing early language and literacy.

This intrigued me, and in my graduate studies I wanted to know more about how students learn, the effect of feedback on student learning, and the complex interpersonal dynamics of teacher - student interactions during instruction.

Aside from grumblings from the New York City teachers required to work under her system, there has been remarkably little open debate about the basic premises behind Calkins's approach, or even feedback on how the programs are faring in the classroom.

Ken Bain, president of the Best Teachers Institute, thinks great teaching is all about giving great feedback.

Importantly, they also included feedback for teachers from colleagues about their teaching.

And teachers will play an absolutely critical role in providing the consortia feedback about what works and what doesn't work.

They provide simultaneous feedback on the many different kinds of issues worth raising about a reform — issues about the quality of implementation, the meaning various actors ascribe to the reform, the primary and secondary effects of the reform, its unanticipated side effects, and how different subgroups of teachers and students are affected.

She suggests building in a feedback loop with the site manager, students, and elders so the teacher can get specific suggestions about how to shape the partnership in the future.

As Heritage (2008) explains, «The purpose of formative assessment is to provide feedback to teachers and students during the course of learning about the gap between students» current and desired performance so that action can be taken to close the gap.»

Parents are asked about their satisfaction with the interest teachers show in the child, school discipline, child's school progress, and feedback from teachers.

Revision and reflection, one of BIE's 8 Essential Elements, requires PBL teachers to provide students with regular, structured opportunities to give and receive feedback about the quality of their work - in - progress, demonstrate perseverance, and polish their products until they successfully meet the established criteria for success.

Just before each unit we [other teachers in her grade level] sit down and we talk about what, what are the objectives, what do the students have to learn, what activities can we do to ensure... success of all that... we were doing a graphing activity and the students graphed and we [other teachers in her grade level] were discussing the graph out in the hallway and um, she happened to walk by and she just kind of sat down and joined us and so then I just asked her... some feedback on, you know, how my conversation went and what I could have [done] to... deepen the kids» understanding.

We find out about Harvard University's Best Foot Forward project, which is exploring the effectiveness of videoing lessons as a feedback tool in teacher observations.

As teachers, we are all a little apprehensive about feedback from our students.

The conference also gave the teacher an opportunity to share any information about the classroom with the principal, such as issues with individual students or specific areas of practice about which the teacher wanted feedback.

First - and second - grade students in 1993 who had been kept out of kindergarten until they were older were less likely than other students to draw negative feedback from teachers about their academic performance or conduct in class.

A break from hyperactive policymaking gives schools the time and space to finish what we started — to actually implement the higher standards that most states adopted seven years ago; to get better at giving teachers helpful feedback about their instructional practices; to find curricula worth teaching; and to experiment with new approaches to personalization.

The Student Perception of Teaching Questionnaire (SPTQ), developed by researchers at the Australian Council for Educational Research (ACER), is designed to provide teachers and schools with useful feedback about the quality of their teaching.

It gives teachers immediate feedback about what they need to do to meet a student's needs.»

This month, we find out about Harvard University's Best Foot Forward project, which is exploring the effectiveness of videoing lessons as a feedback tool in teacher observations.

The sessions began with a preportfolio activity in which teacher pairs visited each other's classrooms and gave feedback about content integration and academic rigor.

Researchers then went one step further, taking a selection of transcripts to look for common patterns to give the teachers deep feedback about specific aspects of effective teaching.

The feedback Sherpa Kids is getting from schools is that carers and teachers are becoming «a bit leery and twitchy» about the industrialisation of OOSH.

So in the scale up we're actually taking a greater look at what actual teachers are doing when we talk about coaching, mentoring and feedback.

The approach that appears most promising provides teachers with extensive background in child development and focused, regular, individualized feedback about their classroom interactions with children.