Sentences with phrase «what content area teachers»

There is a disconnect between what English teachers are focusing on, and what content area teachers believe students can handle in regards to English comprehension.

Not exact matches

The curriculum: An alternative to viewing the curriculum as a specification of what teachers are to teach and all students are to learn in each year of school (that is, an identified body of content) is to view the curriculum as a roadmap — a picture of what long - term progress in an area of learning looks like.

Of the more than 1,300 studies identified as potentially addressing the effect of teacher professional development on student achievement in three key content areas, nine meet What Works Clearinghouse evidence standards, attesting to the paucity of rigorous studies that directly examine this link.

What needs to be highlighted in this shift is that content area teachers are hired for their expertise in a specific subject.

JE: I'm thinking to myself, what would you say to those teachers listening, primary and secondary (we've touched on primary there but also secondary) who want to engage their students in this area, who want to engage them in Engineering — that aspect of STEM that we've talked about as underrepresented — but maybe they just don't feel comfortable with the subject area and the content knowledge.

But as instructional leaders and teachers increasingly have a shared general understanding of what good teaching looks like and how it is evaluated, many are asking how to grow teaching practice — in particular, content areas like math, language arts, social science and others.

Ongoing content area workshops, online collaboration and communities with KIPP schools nationwide, and personalized instructional coaching are just a few examples of what we do to help our teachers succeed.

By sitting shotgun in the passenger seat of what's being «taught», teachers encourage students to develop their own skills as content - area experts.

A disconnect appeared between the teachers» knowledge of what the board can do, as seen in other content areas, and their ability to translate that knowledge to the social studies.

Filled with specific examples of effective purpose statements, assignments, and tests across grade levels and content areas, The Purposeful Classroom is essential reading for all teachers who want their students to truly understand what they are learning and why.

Teachers in some departments began an in - depth look at the literacy demands of their content areas and started to develop common agreements about what they expected students to be able to do.

In determining what teachers need to know, Shulman (1987) describes four areas as essential: general pedagogical knowledge (how to teach), content knowledge (science), pedagogical content knowledge (how to teach science), and disciplinary knowledge (inquiry and scientific processes).

When teachers — across grade levels and content areas — embed purpose in their instructional practice, students» understanding about what they are learning and why they are learning it increases.

And one of the things the teachers found in common was that students across the content areas primarily do what we call «hunting and pecking» — that is, skimming a text to find the right answer.

We are being told that our evaluation system will require our full comprehension and maintenance of: measures of teacher practice observation option selection forms, evaluator forms, consistent update of class lists / rosters, observation options A, B, C, D, the Matrix, and MOSL options (project based learning assessments, student learning inventories, performance based assessments, and progress monitoring assessments), not to mention how this plays out for what people teach (elementary / middle / high school, alternative assessment, English as a New Language, content areas, etc).

Discuss with a group of colleagues what schoolwide supports would be most helpful to teachers in integrating reading and writing into content - area instruction.

What Content - Area Teachers Should Know About Adolescent Literacy.

To prepare for those lessons, I always ask teachers to send me descriptions of what they are studying at the time and ideally images of texts so that we can use their content area as the launching pad for whatever word investigation we take on.

Once the design task was completed, the team disbanded and the work became the responsibility of existing middleweight teams (curriculum content area teachers, division leadership teams, school faculties) to determine what existing tasks would provide evidence of student learning on the continua and to develop new tasks that would provide additional evidence and opportunity to learn.

Content - area teachers are often frustrated because they have low - performing English language learners (ELLs) in their classes and they don't know what to do to address their needs.

Pearson has organized its PreK — 20 programs, products, and services into five main content areas to help teachers, school superintendents, parents, students, and caregivers easily find what they need: