Sentences with phrase «teachers review materials»

What happens when teachers review materials on their own before gathering for a professional development day?

During every class, teachers reviewed material from the previous class and students did calisthenics.

Not exact matches

For more than 45 years, SB&F (Science Books & Films), AAAS's online internationally - recognized critical review journal, has evaluated nearly 1,000 print and non-print science materials annually to find the best materials available for all audiences from kindergarteners to college students, parents, teachers, and librarians.

During the course of the experiment, sixth, seventh and eighth graders learned about science and social studies in one of two ways: 1) material was presented once, then teachers reviewed it with students three times; 2) material was presented once, and students were quizzed on it three times (using clickers like the ones in Bain's current classroom).

However, only a few teachers adjusted academic activities such as offering additional opportunities to review course material, or providing extensions on assignments, and only one third mentioned available counselling services.

[BOX 3: Grants and Contracts] Financial Statements, 1957 - 1959 Financial Reports, 1957 - 1959 Financial Statements, 1958 Financial Reports 1960-1961 1962 1963 1964-1965 1966-1967 Report on Review of Source Data Preparation for Accounting Purposes, Oct. 1961 AAAS Budgets, 1968 - 1969 Financial Reports, 1968 - 1969 Financial Statements and Accountant's Opinion, 1969 Financial Statements and Accountant's Opinion, 1970 Financial Reports, 1970 - 1971 Financial Reports, 1972 Financial Reports from Operations, 1979 Budget Proposal for Fiscal Year 1974 and Projections to 1963 Report for Examination of Financial Statements and Additional Information, 1983 - 1984 Closed out Funds and Stocks AAAS Grants Committee, 1955 AID Audit - Mexico City, 1974 Asia Foundation, 1955 - 1975 Boston Concerts Carnegie Corp. - Grant to AAAS for Science Teaching Improvement Program Graham Chedd - Contract [3 folders], 1973 - 1977 DOS - AID Irene Tinker, 1973 - 1977 RISM Research for the Study of Man, 1973 - 1977 Smithsonian, 1971 - 1977 Audit, 1973 - 1977 Close Out, 1976 - 1978 GE Grant - Regional Consultants on Science Teaching, 1956 Gordon Marshall, Exhibits Contract, 1952 National Endowment of the Arts, 1973 NSF Grant - Soviet Science, 1952 Training Talented Students, 1955 Travelling High School Library, 1956 Gordon Conference on Teacher Education, 1956 Junior Academies Workshop, 1957 Proposal to NSF for Development of Science Teaching Materials for Elementary and Junior High Schools, 1961 Progress Report to the NSF on the Holiday Science Lecture Program, 1963 Proposal to the NSF for 1964 Visiting Foreign Staff Project, 1963 NSF - US - Japan Comparative Science Program, 1963 NSF - US - Japan Cooperative Science Program, 1964 WGBH, 1972 Willis Shapley, Contract Agreement, Oct. 1978 DHEW - Barrier Free Meetings, Oct. 1977 CBS News - Conquest Program Series, 1959 MISCO Contract - original, 1972 Basic Books Publishing - New Roads to Yesterday, 1963 - 1966

This is a practice that teachers can promote by giving more frequent assignments and quizzes that require a review of material covered earlier in the course.

Find teaching materials, recent discoveries in science, education projects, interviews with young scientists and teachers, education research, book reviews, and European events for teachers.

The contents include teaching materials, recent discoveries in science, education projects, interviews with young scientists and inspiring teachers, book reviews, and European events for teachers and schools.

It's a collaborative site, and so its material is reviewed by other teachers and can be modified by users depending on their needs.

The teachers also have extra time to review material that we did last year.»

Our curricula are standards based, research - based, and peer - reviewed, so teachers can be assured of using high quality, common - core, administrator - approved materials that are highly engaging for both students and their teachers.

On these open - source sites, materials created and reviewed by educators are shared under a Creative Commons license, which means other teachers may use and adapt the content for free.

Working with ACT staff, secondary school teachers review, evaluate, and develop test materials and make recommendations for improvements.

«When a single student misses a day or more of instruction, the teacher can review the recently presented material for the student who missed it, in which case the absent student's peers lose out on valuable instructional time, or she may move forward with new material and risk having the absent student fall behind.»

REVIEW In the Mix provides resources and materials for teens and teachers about issues and interests that affect them.

REVIEW: Drama teachers will find lots of resources and materials at this site.

However, a review of evidence relating to the accessibility of the 2016 key stage 2 reading test, which acknowledges concerns raised by teachers, states that «while standards were set appropriately in 2016, the review suggests that the test seemed to be more challenging than the sample materials provided».

Review: While teachers may not want to use these materials in early elementary classes, everything here has tremendous academic value, along with the «wow» factor of seeing sharks in action.

In Structured Literacy instruction, teachers review previously taught concepts in each lesson and introduce new material to keep the student stimulated and engaged.

After assessing where their understanding was incomplete, students should write what they will do to learn the material (such as meet with the teacher during study hall, review textbook examples before tests, or practice their multiplication tables).

Other teachers have a 10 - minute PAT at the end of each class period, during which they use learning games to review material taught earlier in the period.

A panel of 16 experts in the field reviewed materials from 165 libraries, which were nominated in 14 program areas, including services to special populations, instruction in literacy, innovative uses of technology, and models for joint library - teacher involvement in student learning.

REVIEW: Anyone with an interest in American History will find a wealth of materials here to whet their appetite, but it is especially a rich resource for teachers and students.

REVIEW Chalkbored is filled with chemistry PowerPoint lessons and instructional materials for high school teachers and students.

REVIEW: History Now is a great find for history teachers, as it provides resources and materials for teaching such topics as the Great Depression, the Constitution, slavery, and the Supreme Court.

REVIEW: American history teachers and students looking for homework help or research paper material will find a wealth of information at this comprehensive site.

REVIEW: Road Sign Math provides teachers and students with materials for problem solving.

Because the videos are available on iTunes U, other teachers can see how he presents his course materials, and other calculus students can use them to review or learn the material.

REVIEW: Teachers will find a wealth of materials at this site.

Review: CS2N offers a combination of activities, lessons, competitions and supplemental materials so that teachers and students get hands - on experience with 21st - century skills.

Choose from a range of materials that have been created, used and reviewed by fellow teachers.

Review: The site has every detail covered and is chock - full of embedded professional development materials including how - to guides, teacher videos, module and mini-task exemplars, guided design planning and more.

These first - rate materials contain information that all beginning teachers should have access to but which, according to a recent review of teacher education offerings, is not consistently available to aspiring teachers in many of our teacher - training institutions.

He wants to cut administrative bloat and plow the money into the classroom, raising teacher salaries while giving the faculty more responsibility over instructional materials, peer review, and other matters.

Those include introducing and reviewing software, Internet resources, and other appropriate materials, and making the information available to staff; coordinating computer usage in projects and activities within, across, and between curricula and schools; working with classroom teachers, individually and in grade level teams, to plan, organize and implement the use of technology through such activities as demonstration lessons, team teaching, and joint planning; providing both building - based and district - wide staff development at faculty meetings, district professional development days, and after - school and summer workshops; and keeping abreast of current technologies by attending conferences and workshops on a regular basis.

REVIEW This is a great starting point for teachers looking for classroom lesson plans or other curriculum materials and resources.

Other proposals include having awarding organisations collate registers detailing conflicts of interest, teachers providing annual declarations to protect the confidentiality of assessment materials, routine reviews of pupil work to look for unusual patterns, and sampling teaching plans to see if teachers are narrowing their teaching.

If students are committed to achieving their goals, teachers will meet less resistance when presenting challenging content or when student interventions are needed to review material.

Hoffman reports on a literature review of effective teaching by Rosenshine and Furst (1973) in which they found several teacher behaviors consistently related to student achievement: clarity, variability, enthusiasm, task orientation, teacher directness, student opportunity to learn criterion material, use of structuring comments, multiple levels of questions, and criticism (which was negatively related to achievement).

In a review of the published empirical literature, thirty one research studies were identified in which teacher leaders provided support to teachers» implementation of instructional materials.

Studies included in the review examined three aspects of teacher leader support of teachers» implementation of instructional materials:

Active learning: The program allowed teachers to engage in six elements of active learning: observing demonstrations, practicing what they've learned and receiving feedback, leading group discussions, leading demonstrations, developing and practicing using student materials, and reviewing student work or scoring assessments.

Teachers need not only a thorough understanding of their subject area and instructional skills, but also additional time for planning, conferring with other teachers, developing strategies and materials, meeting with individual students and small groups, and reviewing and commenting on studeTeachers need not only a thorough understanding of their subject area and instructional skills, but also additional time for planning, conferring with other teachers, developing strategies and materials, meeting with individual students and small groups, and reviewing and commenting on studeteachers, developing strategies and materials, meeting with individual students and small groups, and reviewing and commenting on student work.

Then, to conduct cumulative review, teachers select representative activities (reading materials, hands - on activities, propositional concept maps, writing / journaling) to be referenced during the review.

Teachers can record audios to share additional information and revision materials with students to download and review at a time that is convenient for them.

- Brownley's AB 1246, which would expedite the instructional materials adoption process and give school districts and teachers the opportunity to participate in the review of materials.

Teachers can include review materials with web links or videos.

Teachers need to review student work, analyze assessment results and plan interventions that increase students» grasp of the material.

As teachers listen to student responses to a hinge - point question or note the prevalence of red or green cards, they can make on - the - fly decisions to review material or to pair up those who understand the concept with those who don't for some peer tutoring.