Sentences with phrase «through examples of student work»

Not exact matches

Among those already using the program with his students is Gerald Smith, who teaches conceptual physics and advanced chemistry at Bishop McNamara High School in Washington and plans to attend the march.Students who completed the print - out activity sheet illustrated how headphones work through physics — among the examples Smith intends to post to Twitter after spring break, the week after the March for Science «The kids definitely like to probe their brains a lot in terms of seeing science in real life, not just something far - reaching for geniuses to dobut as something that we exist in every day,» said Smith.

Students unpacking, analyzing, and restating in student - friendly language the Common Core State Standards for their grade level and determining through discussion and analysis of examples what quality work looks like.

Share space in class conversations: I work not to prioritize my voice over the voices of my students through established rhythms and routines — for example, I ring a chime rather than raise my voice above my students» voices when I need to interrupt conversations and bring us back together as a group.

For example, at Summit Public Schools, a charter school network based in California that uses blended learning, students engage in a total of 16 hours a week of «Personalized Learning Time» online, for which students set learning goals for the week; develop a plan to achieve the goals using Summit's curated online learning playlists; and work through the plan.

Then students are taken through writing equations with a worked example and then a series of questions.

You can go through the model answer in class, giving students handouts and getting them to find examples of good quality language (colour - coding works really well).

Students then go through a second, more complicated, worked example to practice what they have just learned and to see how trade can still be beneficial when a country / economy has an absolute advantage in the production of both goods.

These practices can be augmented with the treasure trove of cool technologies available today; my students can connect with artists all over the country for a masterclass using Skype, write music for class on free notation programs like MuseScore and Noteflight, create their own playlists of listening examples for a piece of music on Spotify and YouTube, and work collaboratively on music projects through Google Suite's Flat extension.

This presentation takes students step - by - step through worked examples of exam style questions.

The included powerpoint presentation works through an example of selecting students which fit the given criteria using Venn diagrams.

For example, Fujitsu worked with students at UTC Reading to design a virtual reality solution for companies such as Thames Water; Cisco worked with teams to design solutions using Internet of Things to improve the cinema experience or improving the drive through experience.

Ivan Jepson, director of business development at Gateshead College said: «Rhys is a fantastic example of how we can help students into work through a range of routes.

For example, IES provides the foundations of factual information and research with the collection of clear, consistent, high - quality data through the National Center for Education Statistics (NCES).1 It is through the efforts of IES, which conducts its work free from political influence, that we are able to understand trends in our student populations, schools and universities, and an array of inputs and outcomes that span early childhood to adult education.

For example, take the second - grade student I mentioned at the start of this blog, I had worked with her for more than year and learned her interests through surveys, conversations, and project creations.

For example, at Milan Village School in New Hampshire, students work their way through numbered playlists; there, student growth is reflected in the relative pace at which students master each step of the math curriculum.

The team will share information about the Framework and invite the various groups to encourage their members to use the Framework and contribute to its ongoing development by adding lesson planning documents, videos of classroom teaching, samples of student work, examples of questioning techniques, and peer support via one - to - one organic mentoring and networking that occurs through chats and live feed.

For example, Mr. Mislevy pointed to diagnostic systems now used in computer - based programs such as Carnegie Learning and Khan Academy, in which students work through individual topics at their own pace, taking brief tests of their mastery along the way, with feedback delivered to the student and teacher on individual processes or misconceptions that cause the student problems.

Hooked on Homographs Using context clues, the student will work through the example sentences and circle the correct meaning of the homograph underlined.

Using examples from classroom teachers with whom she has worked, Collay describes four dimensions of powerful classroom - based leadership: (1) teaching well by drawing on professional knowledge to respond to the complex relationship challenges that affect learning; (2) finding creative ways to collaborate with both colleagues and parents; (3) conducting classroom - based inquiry, both through informal observation and through formal, structured research; and (4) using partnerships with outside organizations to support student learning.

For example, the mathematical practices, which have caused so much consternation for parents and some of our colleagues, are based on giving students opportunities to work through project - based learning, rather than simply words and numbers on a page.

For example, we recommend that teachers make a variety of manipulatives available to students so that they can independently select the representation that they think works best as they're working through the task.

· 180 examples of student work used to walk teachers through analysis of misconceptions and incomplete understandings;

This resource provides examples of how St. Andrew's Pre-school through twelfth grade teachers apply research in how the mind learns — educational neuroscience — to the design of their classes and work with each student.

‡ For an example of how parent - teacher home visits can work, see «Connecting with Students and Families through Home Visits,» an article on the Parent / Teacher Home Visit Project.

As the book progresses through the year, teachers will find a wealth of resources, including practical models to teach strategies and skills; effective teaching schedules; ways to address, challenge, expand, and celebrate student learning; examples of student work; parent education materials; and ideas on how to manage assessment.

For example, they sometimes influence how school leaders do their work; the nature of classroom teaching and learning processes (through their effects on teachers» expectations); the financial resources available to districts and schools; and the nature of the «social capital» available to students.

As visitors walk through the school, colorful examples of artistic student work and projects are evident throughout.

As a student in 1949 at the Art Students League of New York, for example, he laid paper on the floor of the building's entrance to capture the footprints of those entering and exiting.10 The creation of receptive surfaces on which to record, collect, or index the direct imprint of elements from the real world is especially central to the artist's pre-1955 works.11 Leo Steinberg's celebrated 1972 article «Reflections on the State of Criticism» isolated this particular approach to surface as collection point as the singular contribution of Rauschenberg's works of the early 1950s, one which galvanized a new position within postwar art. 12 Steinberg coined the term «flatbed picture plane» to account for this radical shift, through which «the painted surface is no longer the analogue of a visual experience of nature but of operational processes.»

Halfway through, it occurred to me that the Kabakovs» efforts that I'd previously responded to were assemblies of found, highly charged material, recombined to create resonant, albeit fictive environments — for example, the haunting purported residue of an abandoned Soviet - era elementary school, complete with battered examples of the students» work, official pictures, and tattered textbooks, installed in an unrestored former army barracks in Donald Judd's Chinati Foundation, in Marfa, Texas.

Doing so effectively calls for research skills beyond those that students acquire through working with domestic legal resources.56 Mary Rumsey explains that students must go beyond their dependence on domestic databases to learn how to access the different resources relevant to international and comparative law.57 She describes, as examples, the need to find customary international law through treaties, laws of other nations, diplomatic correspondence, and scholarly works, and she points out that civil law research requires much more emphasis on statutes and scholarship than on the case law that plays such a dominant role in American legal analysis.58 While there have been significant advances in access to foreign and international legal sources, there are still substantial barriers, 59 and the research methods needed to obtain these resources can be different (in ways either subtle or stark) from those that apply to domestic law.