Sentences with phrase «to learn at high levels»

To ensure students learn at higher levels, simply improve teaching.

Fortunately, current research offers fascinating insights about the brain's capacity to learn at higher levels when effective learning strategies are used.

When the skill set is there, with the right PD, time structures and staff evaluation methods to support the professionals, poor kids learn at high levels.

For classroom teachers, the more important question is one of practice: how do we create rich environments where all students learn at a high level?

We know that disadvantaged kids can learn at the highest levels when they can access successful learning environments.

You can also hear how premium quality mathematics and English language arts resources from the Formative Content Bank such as performance tasks, Testlets, and innovative item types can help you support strong formative assessment practices and gather evidence of student learning at a high level of rigor.

As a presenter and workshop attendee, I love to ask dedicated middle school educators about what creative measures they take with their schedules to help students learn and demonstrate learning at higher levels as well as help teachers continue to grow.

Because these next several years are pivotal for re-orienting the culture of public education toward higher expectations for students and adults, Teaching to the Core offers practical suggestions to state leaders on how to ensure that teachers are using strategies that engage students in learning at high levels.

The greatest insight we have gained in our work with school districts across the continent is that organisation that take the plunge and actually begin doing the work of a PLC develop their capacity to help all students learn at high levels far more effectively than schools that spend years preparing to become PLCs through reading or even training.

This constant search for a better way to improve results by helping more students learn at higher levels leads to a cyclical process in which educators in a PLC:

For a moment let's dream that as a country we achieve our goal of all students learning at high levels with no academic or other gaps separating students based on historical predictors such as race and class.

«But the way students are organizing themselves, underscoring the urgency of this issue, and driving a new conversation about how to ensure school safety and a school climate conducive to learning at the highest level gives us reason for hope.

«A blended 2.0 model allows us to personalize learning at the highest level so that we can truly meet the needs of students every day,» Morrow says.

Washington County School District is dedicated to ensuring that each of our students learn at high levels through our commitment to the Professional Learning Community process.

For truly individualized learning at the highest levels, students can use the Wizard Project Maker feature to focus their interests as they pursue advanced level work through problem - based learning, also known as Renzulli Type III projects.

One solution, which offers compelling evidence that providing every student with the additional time and support needed to learn at high levels actually works, is Response to Intervention (RTI), authors Austin Buffum and colleagues (p. 10) tell us in this issue of Educational Leadership.

This is known in the education world as the gradual release of responsibility (Fisher and Frey, 2000) and is the structure proven to allow students to learn at high levels of achievement.

The intention was always to get more students engaged in learning at a higher level, supported by a view that «learning spaces don't need to be confined to brick and mortar schools».

When school policy presents «clear expectations about the range of acceptable quality in the delivered curriculum, a broader range of students learn at higher levels.»

Broadly speaking, we need to concentrate on improving the quality of teaching so that all students can learn at high levels.

They are doing so by building a culture rich with developmental supports and demands in which everyone, including themselves, is expected to learn at high levels.

The teacher believes that all children can learn at high levels and persists in helping all children achieve success.

Adopting the adage that «all kids can learn at high levels,» schools have lopped off the bottom tracks and worked to encourage more disadvantaged children to take a crack at the highest ones.

There are other elements like the various impacts of poverty; motivational issues; the need for social, medical, and emotional supports for children; and the lack of outside enrichment activities to contribute to poor childrenâ $ ™ s capacity to learn at high levels.

The IBM International Foundation has developed and released a free platform, Teacher Advisor With Watson 1.0, which is designed to strengthen teachers» math instruction, helping students learn at higher levels.

«When you say all kids can learning at high levels, then you got to believe that staff and teachers can as well.»

Their mission: to build the belief that virtually all children — if they commit sustained, effective effort — are capable of learning at high levels.

She talks passionately about her belief that school improvement is possible, that educators can feel empowered instead of hopeless, and that every child can learn at high levels and achieve success.

Learning Forward members learn how to leverage professional learning to ensure every student has an equal opportunity to learn at high levels.

For the last few years, claims of success by reform supporters — a high - poverty school where students are learning at high levels, say — have regularly been met with detailed takedowns from the likes of Diane Ravitch or Gary Rubinstein, followed by a swarm of followups from reform critics and allies.

The second big idea driving the PLC process is that in order to ensure all students learn at high levels, educators must work collaboratively and take collective responsibility for the success of each student.

The first (and the biggest) of the big ideas is based on the premise that the fundamental purpose of the school is to ensure that all students learn at high levels (grade level or higher).

Since 1998, we have published many books and videos with the same two goals in mind: (1) to persuade educators that the most promising strategy for meeting the challenge of helping all students learn at high levels is to develop their capacity to function as a professional learning community and (2) to offer specific strategies and structures to help them transform their own schools and districts into PLCs.

It just makes sense that a school committed to helping all students learn at high levels would focus on learning rather than teaching, would have educators work collaboratively, would ensure students had access to the same curriculum, would assess each student's learning on a timely basis using consistent standards for proficiency, and would create systematic interventions and extensions that provide students with additional time and support for learning.

Have educators truly embraced the notion that all students can learn at high levels?

When we don't believe all students can learn at high levels, we create tracks.

This expansion not only accommodates the incoming 9th grade class, but also allows for increased areas for award winning programs and learning opportunities for ALL students to learn at high levels and excel.

In order to create a system that ensures ALL students learn at high levels to be College and Career Ready, we need to do the following:

The imbedded professional development that occurs in the school's learning teams is not only contributing to the development of strong teams of teachers but it is also helping all students learn at high levels.

If teachers knew how to teach more powerfully so that all students would learn at high levels, they would be doing it.

These trainings prepare coaches to help staff challenge long - held beliefs that only certain students can learn at high levels and look at data in ways that can promote success.

As you delve deep into the three big ideas of a PLC — focus on learning, build a collaborative culture, and results orientation — you will gain specific, practical, and inspiring strategies for transforming your school or district into a place where all students learn at high levels.

Author Barbara Blackburn defines rigor as, «creating an environment in which each student is expected to learn at high levels, each student is supported so he or she can learn at high levels, and each student demonstrates learning at high levels.»

We model how to provide multiple levels of support for each learning activity, so that all students can learn at a high level of rigor.

Our mission is to ensure each student learns at high levels.

Goalbook Pathways combines professional learning with ready - to - use exemplars so teachers can ensure all students learn at high levels.

«We must recommit ourselves to the vision that all students have the right to equitable opportunities to learn at high levels,» said Helen Mountjoy of Daviess County, a former education cabinet secretary and chair of the State Board of Education as well as a current Prichard Committee member.