Sentences with phrase «tested over my teaching»

These are resources I've tried and tested over my teaching career.

Not exact matches

It is no coincidence that the school system in Finland, the darling of the international educational community for its superior test scores, is built on an experience - based model, where science and math are taught through doing, and labs take precedence over textbooks.

Education changes over time as we learn more and more of our surroundings, we take that knowledge and test what we know, and our teaching... (wait for it)....

I used to teach high school biology, but now I'm a private science tutor because I hated how much the administration focused on test scores and test - taking skills over fostering love of science and learning.

The committee also hear about teachers» «exasperation over the lack of time and resources given to professional development training in order to adequately prepare lesson plans before teaching and testing their students,» according to a press release issued by his office Thursday.

The famous «controversy» over racial IQ, I thought I'd been taught, was about what causes the differences in racial test scores, not about whether those differences exist in the first place — and on that topic Watson really hadn't offered an opinion.

In an era where high - stakes tests have increased concern over test anxiety and introduced debate over the merits of teaching to the test, it may seem odd to promote a teaching method called «test - enhanced learning.»

Any stakes associated with testing policies should be shouldered not only by students and educators, but also by policymakers who have control over the educational systems in which teaching and learning occur.

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 multiple years.

«Every year there are concerns raised about «teaching to the test» and stress in the classroom over the national testing regime — NAPLAN online will end this,» Pyne said in a statement.

Tried, tested and improved over 3 years teaching Business in an English as a second language environment - these slides are very straightforward for students to understand!

All these tests provide valuable data that teachers can use to establish where students are in their long - term learning, diagnose individual strengths and weaknesses, identify the best next steps for action, decide on appropriate evidence - based interventions, monitor the progress students make over time, and evaluate the effectiveness of their own teaching decisions and approaches.

But in a subsequent meeting, the staff actually took portions of the MCAS and came to these conclusions: Although the test is hard, it really does measure the kinds of skills and knowledge students need to be successful in the 21st century; because the MCAS is a curriculum - referenced test whose items are released every year, it is possible to align the curriculum and study for the test; and finally, our students have a long way to go, but most can reach proficiency if the whole school teaches effectively over time.

In using its Race to the Top grant program and waivers from No Child Left Behind to promote Common Core, the Obama administration has opened the door to increasing federal influence over what gets taught and tested in schools.

CIE and AQA compatible, tried and tested and developed over 3 years teaching demanding A2 students.

This provides an indirect test of the extent of teaching to the test, as gains due to crude test - prep strategies are less likely to persist over time than gains produced by improved instruction.

Tried, tested and improved over 3 years teaching Business and Economics in an English as a second language environment - these slides are very straightforward for students to understand!

However, determining «best practices» in teaching is far from a straightforward process, as even professionals disagree over how an effective teacher approaches bilingual education, homework, student testing, student spelling and grammar, student - directed learning, «multicultural» lessons, discipline, desk arrangement, scientific inquiry, and so on.

A wealth of classroom - tested ideas exist which teachers all over the country could include in their work if they were aware of the ease and importance of teaching these concepts.

Now, at 51 there is plenty strategies to explore, or you can read David Didau first 5 days teaching / exploration / testing of the list over at The Learning Spy.

As preparations for the local elections in England gather pace, the National Association of School - Based Teacher Training (NASBTT) has joined forces with Universities» Council for the Education of Teachers, the Chartered College and the Teaching Schools Council to suggest solutions to the issues which students and teachers face, namely: dealing with funding cuts; struggling to find access to quality CPD; confusion over training routes; a «cumbersome» application process and skills tests which act as a barrier to teacher recruitment.

In my in - depth interview with the OECD Director for Education and Skills, Andreas Schleicher, on the newly published PISA 2015 results, there are many fascinating findings: Just four provinces in China now provide 13 % of the world's top - performing students; Singapore, Canada, Estonia, Japan and Finland have combined excellence and equity over a number of PISA tests, and interestingly these countries have a steadfast commitment to outstanding teaching and to supporting schools and students that are struggling.

Speaking at the National Association of Head Teachers (NAHT) conference, she said: «Time and time again over recent years, young people - and the people who teach them - have spoken out about how a rigorous culture of testing and academic pressure is detrimental to their mental health.

State policymakers should reclaim control over the content taught in their local schools by resisting the imposition of national standards and tests and preventing their implementation.

Torlakson's message was more «stay the course,» a path that has shown increased funding for schools and new ways to teach and test students under the Common Core standards, which emphasize critical thinking over rote learning.

Rather than administering separate social studies and English tests at the end of the year, Louisiana schools participating in the pilot will teach short social studies and English curriculum units in tandem over the course of the year, pausing briefly after each unit to assess students» reading, writing and content knowledge.

Although many states moved to adopt the Common Core national standards and tests prior to the 2010 election — an unprecedented surrender of state educational control to Washington — conservative leaders can reclaim control over the content taught in their local schools by resisting the imposition of national standards and tests and preventing their implementation.

Throughout the teaching years, I provided ACT and SAT test preparation for over many dozens of students.

Over the span of three years, dozens of education experts and researchers, 3,000 teacher volunteers in six urban districts, 20,000 videotaped lessons, student surveys, and student performance on state and supplemental higher - order thinking skills tests, have given us a much better understanding of what great teaching looks like.

From worries about where the United States ranks on international tests to arguments over the Common Core, the way teachers teach and students learn math continues to be debated widely, leading to proposed changes in the ways mathematics is taught.

In adopting and using Progressive Achievement Tests to investigate and diagnose student learning and to monitor progress over time, teachers are working within a growth mindset, with the benefits of targeted teaching, increased levels of student engagement and improved learning outcomes.

Over a six - month span, researchers at the Center for American Progress interviewed dozens of parents, teachers, school leaders, system leaders, advocates, assessment experts, and policy leaders in an attempt to identify what can be done to ensure that tests are being used in service of teaching and learning.

HOWEVER, if a teacher gets repeatedly poor test results from his / her students over time and displays an unwillingness or inability to amend their methods / practices, they should be counseled toward another profession and eventually terminated from teaching.

Think of the various educational crimes charter schools are often accused of: not serving an equitable percentage of vulnerable populations over zealous test prep, counseling students out, unrealistic demands of parents, and teaching to the tests.

«The teachers in our study confirmed what we at Teach Plus have learned from previous research and from speaking with thousands of teachers over the past five years: that alignment between assessments and curriculum, access to highly valued activities, and the autonomy to choose what's right for students all contribute to how teachers perceive the value of activities they use to prepare their students for tests, and are all factors that can be changed to reduce wasted time and increase valued instructional time.»

These harsh punishments lead some districts to «teach the test» and prioritize third party assessment scores over student engagement and learning.

In an interview with my colleague Liana Heitin, she called testing «the most corrupting influence over what it means to teach and what it means to learn.»

Accordingly, and also per the research, this is not getting much better in that, as per the authors of this article as well as many other scholars, (1) «the variance in value - added scores that can be attributed to teacher performance rarely exceeds 10 percent; (2) in many ways «gross» measurement errors that in many ways come, first, from the tests being used to calculate value - added; (3) the restricted ranges in teacher effectiveness scores also given these test scores and their limited stretch, and depth, and instructional insensitivity — this was also at the heart of a recent post whereas in what demonstrated that «the entire range from the 15th percentile of effectiveness to the 85th percentile of [teacher] effectiveness [using the EVAAS] cover [ed] approximately 3.5 raw score points [given the tests used to measure value - added];» (4) context or student, family, school, and community background effects that simply can not be controlled for, or factored out; (5) especially at the classroom / teacher level when students are not randomly assigned to classrooms (and teachers assigned to teach those classrooms)... although this will likely never happen for the sake of improving the sophistication and rigor of the value - added model over students» «best interests.»

To be fair, at least two NEA state affiliates have sued over the test - score - based portions of evaluations, stating they're based on students teachers may never have taught.

California is showing what's possible when we focus on teaching and learning over testing.

In the solutions - oriented spirit in which I'm committed to functioning in all areas of my life, I welcome the opportunity to lend what I've observed over the past eight years of teaching ELA, coupled with administering, proctoring, and scoring the exam to the test creation process, to help improve this standardized test — once and for all.

We need to redress the balance, so that the day - to - day assessments that inform the teaching that takes place and give parents information on their children's progress are prioritised over tests used solely by the government to measure school performance.

So all of those schools decided to shift when they were teaching algebra because otherwise their students would be tested on material that they hadn't seen in over a year.

From Westfield, Mandelblatt said the Advanced Placement tests were a good model where students are taught over the course of the year specific knowledge and skills tested on the exam, with constant feedback from their teacher.

Olson was puzzled over why second and third grade students were not achieving proficiency on state reading tests, so the district began adjusting teaching practices and curriculum.

His proposals for assessment echo the demands of many in the teaching profession, and in particular the main teaching unions, for less intensive testing of pupils and follow a rejection of primary school SATs tests by parents, who staged a boycott of schools on May 3 in protest over the stress they have caused.

Objections range from the basic «it's too long» and «it's too stressful» side of the spectrum to weightier concerns about teachers being forced to teach to the test, racial and socioeconomic inequities, and private corporations taking over schools that, according to test results, are failing.

These include: · Use of instructional programs and curricula that support state and district standards and of high quality testing systems that accurately measure achievement of the standards through a variety of measurement techniques · Professional development to prepare all teachers to teach to the standards · Commitment to providing remedial help to children who need it and sufficient resources for schools to meet the standards · Better communication to school staff, students, parents and the community about the content, purposes and consequences of standards · Alignment of standards, assessment and curricula, coupled with appropriate incentives for students and schools that meet the standards In the unlikely event that all of these efforts, including a change in school leadership, fail over a 3 - year period to «turn the school around,» drastic action is required.

This reflects the increasing understanding that in rapidly changing knowledge economies, critical thinking and problem solving are important parts of the new global skill set, whereas the labor market demand for routine cognitive competencies — the kinds of skills that are easy to teach and test — has declined rapidly over recent decades.

High stakes tests are not diagnostic: they are tools for profit and managing the teaching workforce, made possible by alignment with the Common Core and a climate of rigid enforcement that is taking over our public schools.