Sentences with phrase «teachers learn project»

A collaborative model for helping middle grade science teachers learn project - based instruction (Abstract).

Not exact matches

The three ways we accelerate the learning process at Dev Bootcamp is hands - on projects, engaged passionate teachers and a peer - learning environment, where mentorship and coaching is happening constantly.

The project has two subjects, Koko and Michael, who have learned to use American Sign Language (Ameslan), to understand spoken English, and to read printed words.10 Koko's instruction, begun in 1973, is the longest ongoing language study of an ape, and the only one with continuous instruction by the same teacher.

A project launched by the Association of Catholic Women, «A Day of Art and Music» for primary - school teachers and catechists became a popular event held in various places, with attendees learning some simple chant in the afternoon, and singing it at a Mass as the day finished.

I first learned about the Youth Farm Project from Dan Flerlage, a science teacher in Ithaca who founded the program.

There are plenty of deeper - learning skeptics out there, and one of their chief concerns is that while project - based learning in the hands of a well - trained educator can be used in the classroom in a highly effective way, it is also a technique that is easy for an unprepared teacher to do quite badly.

Teachers can also make physical activity a priority throughout the year by creating a Project ACES Club at their school to teach and learn healthy lifestyle food and exercise choices.

Our regular visits from your teacher naturalists, combined with hands - on experiences allowed students to participate in authentic STEM project - based learning.

The type of learning you're describing, with open classroom discussion, a lot of choice for students, inquiry - based learning, projects, it seems at odds with the kind of call - and - response, very teacher - directed style that you see at a lot of so - called «no excuses» charter schools that produce high test scores with disadvantaged populations.

* Day 1 Monday, February 22, 2016 4:00 PM -5:00 PM Registration & Networking 5:00 PM — 6:00 PM Welcome Reception & Opening Remarks Kevin de Leon, President pro Tem, California State Senate Debra McMannis, Director of Early Education & Support Division, California Department of Education (invited) Karen Stapf Walters, Executive Director, California State Board of Education (invited) 6:00 PM — 7:00 PM Keynote Address & Dinner Dr. Patricia K. Kuhl, Co-Director, Institute for Learning & Brain Sciences * Day 2 Tuesday February 23, 2016 8:00 AM — 9:00 AM Registration, Continental Breakfast, & Networking 9:00 AM — 9:15 AM Opening Remarks John Kim, Executive Director, Advancement Project Camille Maben, Executive Director, First 5 California Tom Torlakson, State Superintendent of Public Instruction, California Department of Education 9:15 AM — 10:00 AM Morning Keynote David B. Grusky, Executive Director, Stanford's Center on Poverty & Inequality 10:00 AM — 11:00 AM Educating California's Young Children: The Recent Developments in Transitional Kindergarten & Expanded Transitional Kindergarten (Panel Discussion) Deborah Kong, Executive Director, Early Edge California Heather Quick, Principal Research Scientist, American Institutes for Research Dean Tagawa, Administrator for Early Education, Los Angeles Unified School District Moderator: Erin Gabel, Deputy Director, First 5 California (Invited) 11:00 AM — 12:00 PM «Political Will & Prioritizing ECE» (Panel Discussion) Eric Heins, President, California Teachers Association Senator Hannah - Beth Jackson, Chair of the Women's Legislative Committee, California State Senate David Kirp, James D. Marver Professor of Public Policy, University of California, Berkeley Assemblyman Kevin McCarty, Chairman of Subcommittee No. 2 of Education Finance, California State Assembly Moderator: Kim Pattillo Brownson, Managing Director, Policy & Advocacy, Advancement Project 12:00 PM — 12:45 PM Lunch 12:45 PM — 1:45 PM Lunch Keynote - «How Children Succeed: Grit, Curiosity, and the Hidden Power of Character» Paul Tough, New York Times Magazine Writer, Author 1:45 PM — 1:55 PM Break 2:00 PM — 3:05 PM Elevating ECE Through Meaningful Community Partnerships (Panel Discussion) Sandra Guiterrez, National Director, Abriendo Purtas / Opening Doors Mary Ignatius, Statewide Organize of Parent Voices, California Child Care Resource & Referral Network Jacquelyn McCroskey, John Mile Professor of Child Welfare, University of Southern California School of Social Work Jolene Smith, Chief Executive Officer, First 5 Santa Clara County Moderator: Rafael González, Director of Best Start, First 5 LA 3:05 PM — 3:20 PM Closing Remarks Camille Maben, Executive Director, First 5 California * Agenda Subject to Change

To help our children explore their world and satisfy their curiosity, we seek educational situations that are no more than a 1:6 teacher to child ratio and learning opportunities that are rich with movement, multisensory, project based and diverse.

This summer, hundreds of CCSD teachers are taking advantage of training opportunities offered by CCSD; school nutrition workers have been busy learning new skills and ideas for tastier lunchroom fare; more than 400 school buses will be inspected; warehouse and technology employees are stocking a brand new replacement Dean Rusk Middle School; and, maintenance department employees are busy burning through a list of repair and upgrade projects on various school campuses.

In partnership with the CPS Office of Social Science & Civic Engagement, the EPIC Challenge is designed to be implemented by science or social studies teachers as a classroom - integrated service learning project.

NEWCOMB — The Glenn and Carol Pearsall Adirondack Foundation recently awarded the Adirondack Curriculum Project (ACP) a grant for the sixth annual Adirondack Day for students and their teachers who use the Adirondacks to meet NYS Learning Standards.

Mulgrew ended on a hopeful note by highlighting the union's efforts to move education in the city forward: the UFT's Community Learning Schools project; the union's fight to secure curriculum aligned to the new Common Core Learning Standards for every teacher; and its efforts to address the lack of lesson plans aligned to the Common Core through its new Share My Lesson website.

The Buffalo Partnership Project: A Common Core Collaborative is generating new learning methods for teachers as they instruct many of the refugee and immigrant students at Lafayette.

AAAS's Project 2061 has been awarded a $ 1.6 million grant from the U.S. Department of Education to develop new tools for finding out how students build their knowledge of energy concepts over time and for helping teachers diagnose their students» learning difficulties.

Now, with a $ 2.4 million grant from the U.S. Department of Education, AAAS's Project 2061 and the Biological Sciences Curriculum Study (BSCS) are embarking on a project to develop chemistry and biochemistry materials for middle school students and teachers, based on the latest research in leProject 2061 and the Biological Sciences Curriculum Study (BSCS) are embarking on a project to develop chemistry and biochemistry materials for middle school students and teachers, based on the latest research in leproject to develop chemistry and biochemistry materials for middle school students and teachers, based on the latest research in learning.

Examples of SEPA projects that have been funded include CityLab, a Boston University mobile teaching laboratory, and the University of Washington's Brain Research in Education Program, an online distance learning project to enhance the neuroscience skills of K - 12 teachers.

The Antarctica Project has brought together staff from Stanford University, teachers from the San Francisco Bay area and researchers from the Institute for Research on Learning (IRL), a nonprofit - making organisation based in Palo Alto and founded by Xerox in 1987 to «rethink learningLearning (IRL), a nonprofit - making organisation based in Palo Alto and founded by Xerox in 1987 to «rethink learninglearning».

A multimodal learning system is also beginning to emerge: instructor - centered learning, which is the traditional approach, but with technology that helps the teacher mediate the delivery of courseware and instruction; pupil - centered learning, in which the student uses Internet resources to expand learning experiences; and collaborative learning, in which the student and others on the Internet work together on cross-disciplinary projects concerning open - ended problems.

Through professional development workshops, AAAS's Project 2061 helps science educators — from elementary school teachers through college faculty — take a more coherent approach to teaching and learning.

Duckor is a former high school teacher at a nationally recognized high school in East Harlem that pioneered Habits of Mind, which emphasizes interdisciplinary and project - based learning.

Computer Science Education Week is this week, December 4 - 10, 2017 — In addition to hands - on projects and career profiles to help students learn more about computer science and coding, Science Buddies has suggestions for teachers to build on the momentum and integrate computer science projects with other classroom subjects.

Fourteen teachers arrived from schools as close as Ithaca and as far as Anaheim, Calif. to attend the BTI Plant Biology Curriculum Development Projects (CDP) teacher institute July 13 - 17, to begin their year - long journey to translate plant research into classroom learning opportunities for middle and high school STEM students across the country.

She currently oversees projects and proposal review panels for Advancing Informal STEM Learning, Discovery Research preK - 12, Innovations at the Nexus of Food, Water, and Energy Systems, Innovative Technology Experiences for Students and Teachers, and Makers EAGERS.

To help students and teachers learn about the app, Science Buddies has integrated the Science Journal app into student science projects that involve sensor - based data.

The California Distance Learning Project provides teacher resources and student activities for adult education in California.

Following the world premiere screening April 29, director Jonathan Kalafer, PS22 chorus teacher Gregg Breinberg, executive director of the Office of the Arts and Special Projects at the New York City Department of Education Paul King, and more will talk about how new media arts in the classroom can benefit students» learning.

For many teachers, resources like these provide an accessible entry to project - based learning.

«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.

Teachers and students can find local partnerships to help focus the service learning and project work.

So when teachers assign students a digital place - based - learning project, the kids quickly become engaged.

Teachers can upload their class roster, import rubrics into the system, use one of the many free rubrics within ForAllRubrics (linked to Common Core and Buck Institute of Education rubrics on project - based learning), or create their own rubrics, checklists or badges.

For example, some of the partnerships were in the form of weekly phone calls to provide advice on science fair projects, while others were classvisits to help teachers and students learn how to adapt solar energy in their classrooms.

The project's outdoor learning training sessions can help teachers build confidence and expertise for using the outdoor environment for teaching as well as helping schools rethink their grounds to best enable outdoor learning and play.

Time can be even more of a concern when teachers implement project - based learning (PBL), as it changes the way we do things and does require time for students to produce and create.

The main activities implemented in the program by the students, under the coordination of their teacher, are: (1) analysis of the problems of the local Roma community; (2) selection of a problem for in - depth study by the class, a problem that can be solved through local public policies; (3) collecting information about the problem from various sources, including members of the Roma community, public institutions, NGOs, specialists, and analysis of possible solutions; (4) drafting a public policy that could solve the problem; (4) developing an action plan to influence public authorities to adopt the public policy proposed by the students; (5) organizing a showcase at local level in which students present their projects; (6) reflecting on the learning experience.

Sit down with teachers and look through the curriculum for places where a hands - on project could create learning across disciplines.

For instance, in the Measures of Effective Teaching project, we learned that even with trained raters, a single observation of a single lesson is an unreliable measure of a teacher's practice.

Here the teachers create and facilitate the infrastructure for the learning rather than designing the PBL projects themselves.

As a teacher and a project - learning consultant, I've always paid close attention to these levels of student engagement.

We encourage teachers to consider hands - on learning projects for their classrooms, and to use our site to connect these projects with localprofessionals who would like work with them to see the projects come to fruition.

Sociologist James W. Loewen, author of Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong, continues his crusade to encourage the honest teaching of U.S. history, warts and all, in this call for a social studies curriculum based on critical thinking and project learning.

If your school has a robust project - based program, or at least the teachers your students had last year did a lot of PBL, starting your class with a project sends a message to students: let's get right to it, this is how we learn here.

An early intervention program for Kindergarten students, a program involving professional learning teams working together to increase teacher knowledge, and an action research project looking at how to use data to support student learning and feedback.

We have lots of applied learning and projects, and I know how to do more than just throw up what we learned from the teacher.

In the past, I wrote about how, along with other teachers, I've ventured into truly personalized project - based learning.

Speak Up, a national initiative of Project Tomorrow, surveyed students, teachers, parents, and others in fall 2010 to determine the benefits of certain types and uses of technology for teaching and learning.

When the schools chose Books for Africa as the beneficiary last year, teacher George Mango turned the good deed into a project - learning opportunity for his students, too.