Sentences with phrase «teachers model the type»

As a follow - up to reading, teachers model the type of writing they require (expository, persuasive, essays, or research texts).

Not exact matches

Both types of courses are professional development workshops that model, teach, and encourage teachers to use inquiry - based, hands - on methods of teaching STEM subjects in their classrooms.

Tech - savvy teachers are able to prepare their lessons in a more strategical manner by including different types of text, activity models, and interactive controls for students.

She proposed that instead of just documenting technology group trainings, she should be allowed to document other types of staff development, including modeling, co-teaching, conferencing, finding resources, and mentoring her teachers.

Under the Kohn model, the teacher would have planned to have students investigate topics relevant to them, increasing engagement, and therefore, trying to prevent this type of behavior from happening in the first place.

This article examines 3 types of evaluation models that you can use to evaluate online learning programs for teachers.

They didn't think through questions like what types of teachers would be best suited to the new model of teaching, and how the hiring process would have to change as a result.

This type of integrated service learning is what California teacher Alan Haskvitz calls the Make a Difference model, which he describes in «A Community Service Program that Can Be Validated» (Phi Delta Kappan, October 1996).

Many teachers utilize technology and employ the flipped classroom model for instruction, but the key to connecting with this type of learner lies not only in the delivery of the content, but the connection to real world experiences.

The model lesson is just to demonstrate some model - type lesson for the teachers who are observing.

The most common form of this is the «station rotation» model, where you'll have a teacher - directed station, an independent reading station, a station where kids are working independently on a formative assessment - type tool, and a group setting where kids might be working together through technology.

The model provides a way to identify the varied and unique types of knowledge that teachers need to develop in order to integrate technology effectively.

Lee Shulman (1986, 1987) originally proposed a model for representing the types of knowledge that form the basis for teachers» choices and actions.

These paths provide opportunities for instructors of English teaching methods courses, writing pedagogies courses, and linguistics courses to investigate with teacher candidates issues that are commonly addressed in those three types of courses, like modeling writing, machine scoring, and responding with sensitivity to writers who are English language learners.

These are the type of comments we will hear from administrators as they embrace and implement the Marzano Teacher Evaluation Model.

Teacher - powered schools provide an opportunity for teachers to engage in the types of interactions and model the skills that our students will need to be successful and contributing citizens.Teachers in these schools think critically about how to meet the needs all students, work collaboratively to solve... more»

Policymakers can support and incentivize these types of evidence - based professional development models by providing more personalized models of professional development that move beyond teachers» «seat time» to models that promote active learning and that take place within teachers» classrooms, considering the context of one's students, classroom, and school.

Local decision makers can support and incentivize these types of evidence - based professional development models by providing more practice - based models of professional development that move beyond teachers» «seat time» to models that promote active learning and take place within teachers» schools, considering the context of their respective students, classrooms, and school site goals.

Dr. Kinsella details cross-curricular writing instruction imperatives for educators serving English learners and striving readers, including a focused yet accessible analytic rubric for each assignment, targeted lessons on language and rhetorical devices for specific writing types, explicit analysis of an appropriate writing model, and brief, frequent doses of interactive, teacher - meditated writing practice to build critical competencies for longer, independent assignments.

Main findings from the study reveal that while impact and satisfaction differed by the type of role among teacher leaders (peer coaching vs. modeling roles), principals and teacher leaders across the city reported high levels of satisfaction with the value added to their school in having teacher leadership roles.

The Generation Schools Network, a nonprofit that partners with schools and districts in New York and Colorado to launch new schools, has added up to 30 percent more learning time for students without increasing costs or teacher workload while simultaneously increasing the time for teachers to plan and collaborate.30 Through innovative school schedules that include three types of teachers with dual roles, teachers have up to two hours daily to plan lessons with their colleagues and receive coaching.31 Schools utilizing the Generation Schools Model hire three different teaching teams for distinct teaching roles and stagger the teams throughout the day and year to increase instructional time for students.

One major issue involves the types of models preservice teachers are exposed to in their field placement experiences.

Said another teacher from Tennessee, «I feel like I have an obligation as a woman of color who's a teacher to provide the best type of example of a model — what my students should do... character building, just how they carry themselves.

Findings also suggest the need to make further investigation into the differentiation of materials, models of teacher education, and professional development that might help different types of learners adjust to the teaching profession and to the kinds of broad - based changes that frequently occur within educational contexts, particularly as schools attempt to make changes to meet 21st century learning standards with regard to technology.

In essence, we wanted the teachers to model the type of learning they expected their students to do.

More specifically, the district and its teachers are not coming to an agreement about how they should be evaluated, rightfully because teachers understand better than most (even some VAM researchers) that these models are grossly imperfect, largely biased by the types of students non-randomly assigned to their classrooms and schools, highly unstable (i.e., grossly fluctuating from one year to the next when they should remain more or less consistent over time, if reliable), invalid (i.e., they do not have face validity in that they often contradict other valid measures of teacher effectiveness), and the like.

Collaborative inquiry groups have been shown to not only change teacher practice because they can meet teachers» psychological needs of competence, relatedness and autonomy, but also serve as a model of the type of autonomy supportive conditions that teachers can implement that would lead to increased engagement in the classroom.

Current uses of value - added modeling largely ignore or assume away the potential for teachers to be more effective with one type of student than another or in one subject than another.

She has been a point - of - purchase model maker, art teacher, type designer, sculptor, potter and printmaker.

Professional Learning Model: ASCD Professional Learning Services Focused Area of Need: Leadership Development and Coaching, Teacher Effectiveness Partner: Point Isabel Independent School District Type: Small School District