Sentences with phrase «than teacher feedback»

This is an important observation, since it suggests that, done appropriately, peer feedback may be more effective than teacher feedback, because students are more likely to act on feedback from their peers than they would on feedback from a teacher.

Public critiques (such as comments on blog posts) and class discussion help provide wider perspective and may even carry more meaning for the student than teacher feedback.

Because peer feedback is available in greater volume and with greater immediacy than teacher feedback, teachers are encouraged to use it.

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.

That is more information released than in prior years, a move the group says allows parents and teachers to view students» constructed responses and also give feedback.

Bad teachers, for example, could benefit from feedback from students, but are much less likely to pore over teaching ratings than skilled teachers.»

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.

Latino teachers were better perceived across all measures, while students perceived Black teachers (more than their White peers) to hold students to high academic standards and support their efforts, to help them organize content, and to explain ideas clearly and provide feedback.

Their lessons, feedback, and modeling of what a yoga teacher can and should be taught me how to do more than teach asanas, but also how to live as a yoga teacher.

The teacher wins because going deeper on a few topics generally takes less time than marking everything, and students win because they get clear, quality feedback that does a better job of teaching them the most important lessons.

I have visited schools where, rather than fearing classroom observations, teachers are upset when colleagues don't visit and provide feedback daily or weekly.

A report from the nonprofit TNTP found that evaluations are often neither effective (more than 98 % of teachers are deemed «satisfactory») nor instructive (three out of four evaluated teachers never received feedback to help them improve their practice).

The quality of feedback from sources other than a teacher is of great concern, especially as it relates to online learning programs.

Teachers provide guidance and feedback for students» learning, rather than just lecturing at them.

'' [Teachers were] realizing that when you let the students take the reins,» reflects Cunat, «you get even better results than when you try to plan every detail, and that if you give students real time, resource, opportunity, support, and feedback to explore something that matters to them, you end up with more than if you just assign a project.»

Teachers using video were more likely than their traditionally observed peers to be able to identify a change in their teaching practice that resulted from administrator feedback.

Teacher performance management processes can often be quite awkward and distressing experiences; however, by viewing the process as part of a growth mindset - that is, making it formative, rather than summative, and inviting participation of the teacher in the process, the feedback can be more meaningful and applicable to the teacher's daily prTeacher performance management processes can often be quite awkward and distressing experiences; however, by viewing the process as part of a growth mindset - that is, making it formative, rather than summative, and inviting participation of the teacher in the process, the feedback can be more meaningful and applicable to the teacher's daily prteacher in the process, the feedback can be more meaningful and applicable to the teacher's daily prteacher's daily practice.

These advantages include greater flexibility at a lower cost than traditional testing, quicker feedback for students, parents, and teachers regarding student performance (typically, test results are not available until months after students have taken standardized tests), and considerable time savings over traditional methods.

The application uses Watson's artificial intelligence technology (made famous as a «competitor» on Jeopardy in 2011); was trained by leading math experts, including the American Federation of Teachers; and incorporated feedback from more than 1,000 teachers from across tTeachers; and incorporated feedback from more than 1,000 teachers from across tteachers from across the U.S..

It requires training and coaching with performance feedback in the classroom to help teachers transfer the knowledge into skills, which is much more difficult when it comes to behavior than it is for academics.»

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.

According to Hattie, teacher subject - matter knowledge had an effect size of 0.19, meaning that it was far less effective than other factors like classroom management (0.52) or effective teacher feedback (0.75).

The project's findings were promising, with video - observed teachers reporting less adversarial and more helpful feedback than their in - person observed peers, and administrators saying that they could provide more concrete advice to their staff after viewing videos than they could after an in - person observation.

To continue our example: for a teacher to provide effective feedback (rather than the too - often deployed «Good effort!»)

In the upper grades, teachers tend to do more whole group instruction than small group instruction and find it difficult to give that critical feedback.

Not only do our teachers love the audio feedback feature, it has proven to be ten times more effective than written feedback due to its highly personal nature, as well as saving them vast amounts of time.

Rather than assessing outcomes primarily at the end of the unit, teachers provide feedback, learning criteria, and opportunities for reflection throughout instruction.

Second, Cincinnati's use of peer evaluators may result in teachers being more receptive to feedback from their subjective evaluation than they would be were the feedback to come solely from their supervising principals.

The feedback from members of the REC Education sector group is that an increasing number of people are actively looking to work as supply teachers rather than in substantive roles, partly due to the amount of administrative work.

Worktree has already delivered the activity to more than 4,000 primary pupils aged 9 - 11, with impressive feedback: 97 % of the children said they «learned a lot about work», 98 % of the teachers said «it helped develop the children's self - confidence» and 99 % of the guests said they «would be happy to do it again».

Rather than taking on a general reorganization of the schools, they focused mainly on providing professional development to teachers, formal and informal assessment feedback to teachers, and within - classroom coaching services to students.

If a student recognizes their own «Whoops» and can adjust their own learning, it is more personalized than when a student simply utilizes the teacher's feedback about the right formula to use or the rules for commas and clauses.

And feedback from student surveys could provide a more accurate picture of a teacher's performance than occasional observations by educators.

This kind of expertise is much rarer than it should be — in large part because teacher preparation and professional training don't do the deliberate practice, feedback, and working memory tasks needed to cultivate expertise.

Formative assessments typically involve qualitative feedback (rather than scores) for both student and teacher.

The result is often that teachers provide limited feedback, read student work sporadically, or (most commonly) assign less writing than might be ideal.

K — 12 teachers might like similar homework - grading help, and students would receive feedback faster than they can from their teacher alone.

A teacher who reads, marks, and comments on each student's weekly work in just five minutes will spend more than 12 hours a week simply providing feedback on such writing assignments.

«Basing 40 % of a New York educator's evaluation score on student learning makes delivering immediate feedback and targeted resources to help teachers improve more crucial than ever,» says Toth.

The programs shared seven common features: they were focused on the subject areas that teachers teach; incorporated active learning; supported collaboration; used models and modeling to demonstrate effective practice; provided expert coaching and support, offered opportunities for feedback and reflection, and were sustained in duration, often unfolding over months or years, rather than occurring in a single, «drive - by» after school workshop, as is often the norm.

An assessment tool that allows teachers to provide students with regular and immediate feedback rather than retrospective, manicured reports about student progress.

Add to that concept a second related principle: Feedback should be more work for the student than it is for the teacher.

Additionally, we held more than 20 focus groups with roughly 150 teachers, conducted over 120 peer and administrator interviews to gather critical stakeholder feedback, and surveyed over 300 teachers and school leaders.

If we really want to improve teaching, we should look to develop such models of effective evaluation rather than pursuing problematic schemes that mis - measure teachers, create disincentives for teaching high - need students, offer no useful feedback on how to improve teaching practice and risk driving some of the best educators out of the profession.

(Rhee and others said they involved more than 1,000 teachers through focus groups and feedback sessions.)

With triage based on value - added measures alone, teachers might receive substantially more consistent and intensive feedback than what they now get.

So rather than watching your best teachers walk out the door year after year, why not try one or all of these approaches and give them the feedback they need and want?

Perhaps no other educator tool has the potential to elicit change and facilitate student responsibility more than feedback between teacher and student and between the students themselves.

The fact is that teachers want to be observed, evaluated and provided with feedback more than they currently are.

In sum, they amount to less than a full sentence vow to replace Common Core «with better standards and curriculum developed by New York educators, with feedback and input from local teachers and parents, and greater control at the district level.»