Sentences with phrase «video of their classroom practice»

Throughout the year, teachers share video of their classroom practice with a virtual coach in Colorado.

«TORSH Talent has been an integral part of our Capital Teaching Residency (CTR) program, a highly selective teacher training program that provides a pathway for aspiring teachers to develop into outstanding educators prepared to serve in high - need schools in Washington, D.C. Through TORSH Talent, our resident teachers upload video of their classroom practice and receive feedback on those videos for training and certification purposes.

Not exact matches

Key Elements of Observing Practice (DVD) contains a series of short videos that invite you into classrooms and meeting rooms at the Richard J. Murphy School in Boston, a school that uses data wisely, and comes with a Facilitator's Guide for designing your own process for learning from classroom observation.

Help teachers visualize 21st century classroom practice by showing them videos of 21st century classrooms.

Similarly, in a case study of four middle school math teachers who participated in a yearlong series of ten video club meetings to reflect on their classrooms, teachers in the video club «came to use video not as a resource for evaluating each other's practices, but rather as a resource for trying to better understand the process of teaching and learning» in a supportive, nonthreatening setting (Sherin and Han, 2004).

Though Dillon mentions value - added modeling, he says that the Gates researchers use it «as a starting point,» and spends most of the rest of the piece discussing their use of cameras to capture teachers in action in the classroom — they hope to have 64,000 hours of classroom video by the end of the project and have already begun the process of looking for «correlations between certain teaching practices and high student achievement» and «scoring» the lessons.

There are also plenty of useful resources for educators here too, from sample lessons and assessments, to classroom practice video series.

This video, shot in the first few days of my classroom in 2010, and the seven tips below will show how I try to put these ideas into practice.

Barron and Darling - Hammond describe evidence - based approaches to support inquiry - based teaching in the classroom: (1) clear goals and guiding activities; (2) a variety of resources (e.g., museums, libraries, Internet, videos, lectures) and time for students to share, reflect, and apply resources, while debating over information discrepancies; (3) participation structures and classroom norms that increase the use of evidence and a culture of collaboration (i.e., framing debates as productive conflicts, using public performances); (4) formative assessments that provide opportunities for revision; and (5) summative assessments that are multidimensional and representative of professional practice.

Consequently, by that year's end, we launched a district video - hosting website that featured 26 classroom clips of local teachers sharing lesson ideas and best practices.

Formal classroom training still has a place, particularly when a situation calls for hands - on practice, but it does not offer the same just - in - time flexibility of technology - centric solutions such as videos, demos, or brief self - paced eLearning.

Here, in this 90 second video, we have selected a sample of our favourite quotes — those that we believe have helped to shape the year and inspire our readers in their daily classroom practice.

My dream is to be able to hire other teachers to make more videos (with a wider variety of topics and themes) and turn unicoos into a platform that supports teachers to practice a flipped classroom.

Khan Academy is a learning platform which is comprised of practice exercises, instructional videos, dashboard analytics and teacher tools which empower learners in and outside of the classroom to study at their own pace.

Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom.

Given the ability to capture activities in the classroom through video or other forms of media, it is expected most teachers participating in this programme will use the convenience of a smartphone or tablet to capture school - based applied practice.

For example, in the video exemplars representing the high - leverage practice of establishing norms for classroom learning, we provide annotated illustrations of specific norms being established and the moves that the teacher is using in the video.

When considering the practice of teachers within the classroom, the use of video presents opportunities for promoting reflective practices not afforded prior to its inception and use in teacher education.

Like themselves, their partners were developing their teaching practice by reflecting on their progress toward their PDI goal through the use of classroom video.

Nominees must complete an extensive written and video application that demonstrates their mastery of mathematics or science content; use of appropriate instructional methods and strategies; effective use of student assessments to evaluate, monitor, and improve student learning; reflective practice and life - long learning to improve teaching and student learning; and leadership in education outside the classroom.

The advantage of capturing video is simple: while teaching, teachers can not stop to reflect on their practice, but video enables them to remove themselves from the demands of the classroom and to step back and examine classroom events (van Es & Sherin, 2008).

Teachers are integrating differentiated instruction practices, demonstration classrooms are helping teachers learn with and from their peers, teachers are using video of their own classrooms to engage in lesson study, and teams are weaving online learning and study groups into their school day.

This study examined teacher - learners» use of video production in their K - 12 classrooms and connections between students» content learning and teacher - learners» practice.

To facilitate this learning during the retreat, participants engaged in small group discussions, watched excerpts from videos of classroom instruction, and analyzed school data to help frame a problem of practice related to the achievement gap within their schools.

Yet, an underexplored use of video in teacher education is scaffolding preservice teachers» video - based self - observation (self - video) by having them first practice critically observing the classroom videos of other preservice teachers at a similar stage of development, whom we call near peers.

On top of that, we've spent nearly $ 1 million to develop videos of our best educators to share best practices, and to show what's possible even in the most challenging classrooms.

Existing research provides support for the use of video to develop such classroom and reflection practices during teacher preparation.

When incorporated into teacher preparation, the digital video library offers a readily accessible archive of exemplary classroom practices that can be identified, analyzed, and critiqued by preservice trainees and their faculty instructors.

This article reports on an exploratory project in which we designed an innovative interactive video method to help preservice teachers practice critical observation of other preservice teachers as preparation for eventually observing their own classroom teaching on video.

Teachers can create amazing video recordings of classroom best practices and store them on a website, or YouTube channel using a Ricoh Theta camera that records a 360 - degree view of a room.

Additionally, students at Arizona State must prove classroom mastery through a series of performance - based assessments developed by the National Institute for Excellence in Teaching, or NIET.44 During these assessments, a mentor teacher observes and records a teacher candidate; both the mentor teacher and the teacher candidate then use the video and student work to analyze the lesson together.45 The partnership between the university, participating schools, and the nonprofit NIET has created the opportunity to integrate effective teaching practices into practicum and coursework.46

As part of her work as a Tch Laureate, Meg will extend her contributions by further sharing her practice through video to showcase science snippets of her classroom.

And when they're not right there in the classroom, they're side by side with graduate students, watching and analyzing video of them practicing the world's greatest profession.

More than two dozen teachers contributed to the book, which includes case studies and classroom videos of the practices in action.

Connect new understandings to classroom practice through the use of authentic classroom video of pulled small groups in action.

Since their first discussion about common - core implementation, Mr. Grossman and the Libens have collaborated on a variety of projects, including creating video resources and a course for iTunes University intended to help teachers understand the common - core shifts in English / language arts and literacy and how this might change classroom practices.

The team also used a micro-teaching protocol to share instructional practices by viewing a short video clip of one teacher's classroom.

The Ohio RESA gives Resident Educators the opportunity to reflect on their practice and receive objective feedback, based on evidence they have chosen, through the submission of a video of their classroom teaching and written commentary.

Contreras and those who work with him say he places a high value on using various types of data, whether that means creating a personalized schedule for English - language learners instead of relying on a computer, or holding monthly «portfolio meetings» of principals that feature videos of teachers in the classroom and robust discussions of their practices.

After exploring methods of observation and identifying how learning moments can be documented through photos, videos, and reflective practice, my focal student Grace focused her curriculum investigation project on «exploring worms» and used this assignment as an opportunity to create a documentation book for the children and families in our classroom.

The OECD Global Video Library will contain excerpts of the full recordings of mathematics lessons to showcase how different classroom practices in different countries and contexts can produce better learning outcomes — not only improved test results, but more motivated and engaged students.

This article discusses the increase of video as a tool for improving and refining classroom practice for educators.

Each Case Study includes a text - or video - based classroom scenario and a corresponding list of the best practices illustrated in the study.

Our award - winning video programs illustrate classroom scenes of effective, research - based teaching practices and offer advice from top education experts to help you bring school improvement ideas and strategies to life.

Given the ability to capture activities in the classroom through video or other forms of media, it is expected most teachers participating in this programme will use digital tools to capture school - based applied practice.

Using video, readings, case studies and our own critical incidents, we will take up the issue of how to effectively mediate the thinking and practice of classroom educators as it relates to culturally responsive practice.

According to Dr. Michael Moody, our founder and the former chief academic advisor of DC Public Schools, «Video continues to show great promise as a method of getting support closer to classroom practice while also offering opportunities to support the growth of those who observe and coach teachers.»

Animations of classroom interaction: Expanding the boundaries of video records of practice.

For each of the objectives, I point learners to reteaching and practice pages as well as links on the classroom website to online video lessons and interactive activities.

This publication highlights a series of video clips in which participants in a recent Reform Support Network convening of the Teacher and Leader Effectiveness / Standards and Assessment Community of Practice reflect on the work of translating college - and career - ready standards from policy adoption by States to reality in the classroom.