Sentences with phrase «using it in a classroom assigned»

I am also intrigued by the public notes in ebooks, and can see, for example, a teacher using it in a classroom assigned book, as well as political commentators on current events books / polemics.

Not exact matches

If your students don't have or aren't allowed to use devices in the classroom, they can do these with pen and paper as well or alternatively, you can assign them to do these tasks at home and bring them to school the next day.

«The most important thing my district does to encourage teacher use is to assign each school a technology resource teacher (TRT) to work directly in the classrooms,» Lexington, Kentucky, district technology resource teacher Mike Johnson told Education World.

Using CAI improves student learning in the classrooms of otherwise low - performing teachers, but reduces learning for students assigned to otherwise high - performing teachers.

Another study, co-authored by Elizabeth Cascio and Diane Schanzenbach, uses data from the well - known Project STAR experiment in which students were randomly assigned to classrooms prior to kindergarten entry.

Our best evidence of the effects of laptop policy comes from a separate analysis that compares the exam scores of students assigned to the unrestricted - use and tablet - only classrooms to those of students in classes where laptops were banned, while adjusting for the minor differences in the backgrounds of students across groups and including controls for the instructor, the class hour, and the semester.

Once family background and the nature of the peer group at school were taken into account, student achievement was unaffected by per - pupil expenditure, school size, the science lab facilities, the number of books in the library, the use of tracking by ability levels to assign students to classrooms, or other factors previously assumed to be indicators of what makes for a good school.

During a math lesson in April 2006, Voorhees assigned teams of students to measure objects and distances in the classroom using the metric system.

In other words, despite the fact that TES evaluators tended to assign relatively high scores on average, there is a fair amount of variation from teacher to teacher that we can use to examine the relationship between TES ratings and classroom effectiveness.

To better understand how K - 12 teachers use technology and assign homework in the classroom, University of Phoenix commissioned a 2017 survey on teachers» classroom habits, surveying 1,001 U.S. full - time K - 12 teachers.

Most math education analyses in urban high school classrooms focus on delivery of content: What content to deliver, when to deliver it, how to explain it, what textbooks to use, how much home work to assign, and more.

The schools assigned to receive the digital writing program (the program group) will receive intensive professional development and coaching in using GAFE tools, including Doctopus, Classroom, and Goobric, as well as pedagogical training in technology to support the personalization of assignments and regular use of digital tools in classroom instruction.

I then mentioned that I had seen Johnny behaving appropriately in his classroom, and explained to the driver how the teacher used seating chart to assign seats based on where students would be the least distracted and distracting.

Observing a teacher's work in the classroom (either sitting in or using videos) and assigning mentors to work with teachers on teaching methods are other ways that performance can improve.

So if the statistical controls used did not effectively «control for» the lack of non random assignment of students into classrooms, teachers may have been assigned high value - added scores not necessarily because they were high value - added teachers but because they were non-randomly assigned higher performing, higher aptitude, etc. students, in the first place and as a whole.

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.»

All too often, we find teachers in the classroom using valuable classroom time calling words out to students for spelling tests or assigning and grading worksheets and quizzes.

Educators may use these authentic tasks independently or they may use both in the same classroom with groups of students involved and perhaps having the debate with students assigned to be the audience.

Job responsibilities include planning all lessons in accordance with Quest curriculum guidelines and maintaining that curriculum, communicating with parents, collaborating with other teachers, maintaining student records, using Positive Discipline guidelines for managing classroom, attending in - services and faculty meetings, and providing supervision as assigned.

Preservice teachers were instructed in the use of the technology and its potential applications to the classroom by technology staff assigned to the P3T3 project.

Flip teaching or a flipped classroom is a form of blended learning in which students learn new content online by watching video lectures, usually at home, and what used to be homework (assigned problems) is now done in class with teachers offering more personalized guidance and interaction with students, instead of lecturing.

• Track record of instructing students about basic sketching and contouring techniques • Well versed in evaluating students» work, charting their progress, grading assignments and guiding them regarding their weaknesses appropriately • Hands - on experience in curriculum development, lesson planning and implementation with aid of modern and effective AV aids and instructional strategies • Expert in instructing students about working in various modes including pastels, oil colors, water colors, fabric paints, charcoal and pencil • Adept at creating and maintaining a highly stimulating, inspiring and multicultural classroom environment • Proven ability to introduce novel forms of art and inculcate the same in the curriculum effectively • Demonstrated ability to enhance creativity among students by encouraging innovation, novelty and originality in their pieces of art • Familiar with various kinds of pixel sheets, sketching paper and art material, fully capable of determining age specific art material and techniques, suitable for assigned level and grades of children • Known for initiating, designing and implementing various art contests at the school to encourage a general appreciation for art among students • Competent at identifying course goals and fulfilling the same in collaboration with students, teachers and parents • Proven skills in lesson planning, curriculum implementation, technique instruction, practice facilitation and assignment communication • Profound knowledge of various advanced level 3D effect art techniques • Strong classroom management, organization and discipline control skills • Profound ability to devise innovative learning and instructional techniques to facilitate effective transfer of skill and knowledge • Proficient in use of computer to aid art work, familiar with various graphic designing and drawing enhancement software

Developing and leading classroom activities for young children, observing children to ensure that their developmental needs are met, creating and using a variety of materials to help toddlers explore and manipulate in learning activities and imaginative play, and providing basic care to assigned students are just some of the areas that I am a pro at.

The study measured outcomes for all students assigned to program group classrooms, regardless of how well the program was actually implemented in their classroom (i.e., the study used an intention - to - treat analysis).

Essential Duties and Responsibilities: • Create, adapt, and execute daily lesson plans based on Parenting and School Readiness curriculum • Administer pre - and post-testing of parents and children to determine measurable progress • Organize family learning activities and events both in the classroom and in the community to support program objectives • Facilitate Parenting education, Parent and Child Interactive literacy sessions, and Parents Interacting with Infants playgroups • Manage routine administrative functions of the classroom including recording attendance, enforcing attendance policy, and contacting absent students and encouraging their return to class • Provide supplemental learning material and activities based on parents» and children's» needs • Maintain currency in Early Childhood education techniques and strategies • Develop meaningful relationships with parents and children in our program and also with other team members • Communicate with parents, staff and administrators regarding issues that concern parents and children • Facilitate a safe, educational and stimulating learning environment • Participate in the planning and implementation of program evaluation activities • Operate standard office equipment and uses required software applications • Performs other duties and responsibilities as assigned.

The children with ADHD were assigned using a repeated measures crossover design to classrooms where the teacher was trained to deliver either (a) MOSAIC; or (b) the behavioral management and social skills training components of MOSAIC (to improve socially competent behavior in children with ADHD) without the components to increase peers» inclusiveness toward children with ADHD.