Sentences with phrase «what about the individual student»

Not exact matches

The question I am asked more than any other when I speak to high - school students about these things is — but what can I, as an individual do?

«What's been so helpful about working with Girls Inc. is that the students get a lot of individual attention and we are able to work closely with each girl to find out what she's thinking and which phenomena seem convincing to her,» Roseman sWhat's been so helpful about working with Girls Inc. is that the students get a lot of individual attention and we are able to work closely with each girl to find out what she's thinking and which phenomena seem convincing to her,» Roseman swhat she's thinking and which phenomena seem convincing to her,» Roseman said.

Information provided by SMD - funded E / PO programs is disseminated via this section of the SMD E / PO Community Workspace (/ page / 5324) with the goal of providing information about what E / PO efforts are being carried out, the numbers of individuals reached, program effectiveness, and how program outcomes are benefiting students, educators, and the public.

In reality, where an individual course falls on this continuum is greatly influenced by the teacher's depth of knowledge and experience teaching the subject, as well as by his or her beliefs about what is most important to learn and what students are capable of.

An alternative is to provide information about where students are in their learning (for example, the kinds of knowledge and skills they are ready to learn next); what parents might do to assist further learning; and, possibly, information about the progress individuals have made over time.

College and career readiness begins when we learn what students care about and connect them with accomplished individuals in those fields for a view of their future.

Whatever game you choose, and whether it's digital or analog, walking around and questioning individual students and groups about their choices is a great way to find out what they're learning or struggling with.

Professor Howard Gardner, one of Rose's first professors at the Ed School, says, «Todd's focus on what we know about the individual student and how we can mobilize pedagogical and curricular resources to meet the particular student is of fundamental importance.

The sub will then go around, give what grade he or she believes the student has earned, and collect the sheets (this process means the sub does not have to worry about remembering individual names and can base the evaluation on student faces).

There's a lot of authentic work that doesn't make for good assessment because it's so messy and squishy and it involves so many different people and so many variables that you can't say with any certainty, «Well, what did that individual student know about those particular objectives in this complex project that occurred over a month?»

This activity can be a useful way to engage students in discussion about what it means to face challenges and develop as an individual.

The comments come from current Teachers, Teaching Assistants, SEND co-ordinators, heads of house, inclusion managers and Form Group Tutors...: We used this in small groups in our new class every morning for a week, what a great start, everyone is still buzzing... Builds a strong sense of belonging to something special... your class... Encourages differences and similarities to recognised and valued... Hugely improves our efforts at inclusion... The students quickly came out of their shells and are blossoming... Reveals much of the nature of the students... Gets us buzzing as a group... Encourages participants to take part in their own game and go and find things out from others... brilliant ice breaker game... Helped to resolve a huge problem we had in getting students to gel... Switches the students brains on from the moment go... Helps to break down various barriers... Gives a big boost to developing important life skills... This gives a great insight and a fantastic array of examples, clues and hints as to the characters of each individual in the group... Helps participants learn some things about themselves... Helps participants learn some things about others... Helps you learn about the participants (you can be a player as well on some occasions)... Makes it easy to develop class rules of fairness and cooperation... Builds a sense of purpose... Creates a sense of community and togetherness... Brilliant, just brilliant... our school is buzzing...

This resource practises listening skills by getting students thinking about what the words they hear might look like (spelling) and then being able to pick out individual words they didn't understand in a listening text and ask for clarification in German.?

That they measure how the group as a whole are going, how individual students are going, and they have very clear goals set in their mind about what their high performing students should be achieving in reading, writing, maths.

Think about your own students: what are their individual needs and circumstances?

Students explore ideas about growing up, family, individual differences, what it means to be a girl or a boy, personal safety and the names of reproductive parts.

The self - efficacy was the second theme and students spoke so positively about the high value they place on prac and the capacity for them to build relationships with students and also to see a glimpse of their own future and what it's going to be like to be a drama teacher in schools, seeing the difference that their teaching had on individual students.

We also know more now than ever about how the brain functions, what kinds of learning environments work best for individual students, and how non-cognitive attributes can determine a student's trajectory in life.

The latest draft of proposed common academic standards offers more - detailed expectations of what students should know and be able to do by the end of high school in math and language arts, but also notes that some decisions about curricula should be left to individual states and schools.

Another part of the problem is that the federal approach pays only a passing nod to the improvement made by individual students, while Florida's own method takes into account how much specific students have learned in a given year - exactly what parents care about.

This program has reframed my traditional ideas about what these individual strengths are, and how I can use them to create transformational, customized solutions for my students and families.

With a degree from Drake University and a Masters from the University of South Carolina, Christine James nurtures student learning by connecting the students at her school with information and texts that are relevant to their individual lives — «what they like, what they struggle with, and what gets them excited about school.»

Real gifted education (not gifted programs) involves seeing every student as an individual, finding out what they need, what they want to learn, and what they care about, and then adapting the instructional environment and curriculum to those needs, wants, and passions.

Think about what you want your students to do and keep in mind that your rules must suite a large group of students, not just a few individuals.

«I believe that the state has a tremendous amount to say about what these tests mean to individual students, schools and districts,» Bernal said.

It really is about accountability, but it's about accountability from the standpoint of what's doing right for individual students.

During this time, Marlene talks to individual students about what they are learning about the Trail of Tears and what they have decided to put in their summaries.

Watch this fun little video from Champs Charter High School about what their unique programs offer their students, whom they don't just think of as a number, but as unique individuals that deserve unique attention

The course challenged participants to think about the messages that we send to young people concerning what success and having a good life means, and discussed how encouraging students to be reflective and cognizant of choices could support their development as responsible individuals.

Teachers should consider what they know about what's going on in individual students» lives in deciding how best to teach them, but not change expectations.

Few people care more about individual students than public - school teachers do, but what's really missing in this dystopian narrative is a hearty helping of reality: 21st - century public schools, with their record numbers of graduates and expanded missions, are nothing close to the cesspools portrayed by political hyperbole.

What professional development opportunities are available within your district that could help prepare educators to analyze and interpret student data to make decisions about individuals and also groups of students?

Discussions take place about what individual students need to reach their individualized goals.

This new vision is all about individuals, ignoring what may happen to our societal values, public schools and the neediest students who will be left behind.

Instead of standardizing implementation of best practices, a student - centered approach to improvement requires giving attention to the specific needs of the classroom and connecting teaching practices to what we know about individual students.

In thinking about the actual effects on students minds and similar attempts through the centuries to control what the individual mind may know, I pulled a book called The Passion of the Western Mind.

Practicing quality differentiation is much more about knowing what matters to teach, realizing that learning happens in us rather than to us, continually reflecting on the «particularness» of each of our students, and pondering how to develop both the commonalities students share as humans and the singularities students bring as individuals.

This lines up well with what we know about how individual students make the decision to become teachers.

· The notion that the success or failure of an individual student rests solely on the shoulders of a single teacher is both misguided and contrary to what we know about good practices in schools.

I have worked, lived, photographed, studied people for over 20 years and am passionate student about the individual as a personal brand,, marketing & what makes us tick.

Extremely professional, serious about what he does and very flexible with his students» schedules and individual needs.