Sentences with phrase «what real classroom»

Not exact matches

A good start is to help volunteers overcome the «edifice complex» by downplaying the notion that what's most important for the group is the classroom or clinic or house that they're going to build, and emphasizing that the real purpose is pastoral accompaniment.

Or maybe you think that what makes a university Christian today is real concern about a student's life outside of the classroom.

I was a classroom teacher, when the news was breaking, we had the ability to have TVs and watch what was happening in real time.

Since 1985, Project 2061 has led the way in science education reform by first defining adult science literacy in its influential publication Science for All Americans and then specifying what K - 12 students need to know in Benchmarks for Science Literacy, which helps educators implement science literacy goals in the classroom; the AAAS Science Assessment website with more than 700 middle school test items; and WeatherSchool @ AAAS, an online resource where students can use real - world data to learn about the fundamental principles of weather and climate.

There is a common complaint among student - teachers that what they learn in university methods courses does not prepare them for the «real» world of the classroom.

In what's expected to be a heady application process — one estimate suggests it will take 675 hours to complete a credible application — and with grant money eventually trickling to the classroom, teachers have a real stake in helping their state make the case.

No matter what you teach, always consider that students question whether what they learn in the classroom has transferable, real - world applications.

Furthermore, the classroom culture that teachers create is what gives real - world relevance and value to what students are learning online.

PBL experts will tell you this, but I often hear teachers ask for real examples, specifics to help them contextualize what it «looks like» in the classroom.

They sometimes want to know how what they're learning in the classroom can be applied to real - world situations.

Scholars have found easier, cheaper, and more fruitful yields from mining administrative data sets, usually stemming from compliance reports at the school or district level, than from collecting detailed information about what's happening in real classrooms in real time.

Approaches, practices and interventions delivered in real - world school and classroom settings often look different from what was originally intended.

You may explore questions eg «What's a saint» and «Are angels real» - and thinking about what make heaven and hell in the lives and experiences of our students - at home, in the playground and in the classrWhat's a saint» and «Are angels real» - and thinking about what make heaven and hell in the lives and experiences of our students - at home, in the playground and in the classrwhat make heaven and hell in the lives and experiences of our students - at home, in the playground and in the classroom.

To find out, we'd need a sophisticated, large - scale study that sent real - live humans into hundreds or thousands of classrooms to see what's going on, and collected data that might allow for some strong conclusions.

Teachers experienced real - life learning in the program because it employed goals and objectives beyond what is expected in the classroom.

The ability to use classroom data that is readily accessible in real time, actionable for both the teacher and learner, and enables informed adjustments to the learning task is what educators are asking for to close gaps and raise achievement.

What if we had prospective teachers watch and analyze videos of real classrooms, identify the use of different techniques, and suggest areas where the teacher could improve?

What does student - centered learning look like in real - life classrooms?

Whether formative, interim, or summative, student assessments can help teachers understand, in real time, what is being learned in their classroom.

All this is encapsulated into a reinforcement - based approach for recalling or evaluating what people have assimilated from the program or session through the use of interactive quizzes, sharing of best moments, or creating a plan for applying classroom practice in real life.

The perfect fix for the real estate problem was to make existing classroom space available to charters, and this is exactly what we decided to do.

Also, many products recently implemented in classrooms have missed the mark, with the focus on technical specifications often coming at the expense of what translates to real benefits in a collaborative learning environment.

«I also needed to learn how to design instruction to meet the needs of all the different students in my classroom and develop more real assessments — not just pen - and - paper tests — for my students that capture what they know but also how they know it.»

«Pre-service teachers get such a small window to observe what a teacher looks like in a real class... so I came to realise that my YouTube channel just gave these students a window that they've never had into what a regular classroom looks like.»

But there are also real limits to what teachers can do in roles, classrooms, and schools designed for the world of a century ago.

But what happens in a real classroom, over multiple lectures?

The district's new strategic plan places an emphasis on the «why» to make purposeful decisions regarding needs assessments and classroom 21st century skills to focus on what is best for the student and bring real change.

Embracing the Vision: One - to - One Computing in Our Classrooms Conducting real research, collecting real data, publishing in a real public space (the Web)... What can be done only partly with previous technologies can be done easily, seamlessly, with handhelds, making students into scientists, publishers, enthusiastic discoverers, making one - to - one computing worth any trouble, cost, or frustration.

«Our approach helps kids who come from homes that are mostly void of any college experience understand the rigors of college, and learn what a real college classroom is like,» Teasley says.

Chapters of this on - line book deal with what to do before class begins, how to respond to the person who calls you for substitute work, and what you can do after class to make you a real hero with the regular classroom teacher.

If some students don't understand what is presented in a real - time classroom lecture, it's too bad for them.

As one program leader noted, «With no release time, teacher leaders are extremely limited in terms of what they can do to help teachers improve their classroom practice,» and without release time, there is the real danger of «setting teacher leaders and the program up for failure.»

Capturing bold ideas from teachers and classrooms across America, What School Could Be provides a realistic and profoundly optimistic roadmap for creating cultures of innovation and real learning in all our schools.

We are disciplined about using research, reflection, and real - time data to understand what great teaching looks like in the classroom.

This is the beginning of great instruction, but teachers need a model of what this instruction looks like in a real classroom.

Without homework, the only real way for a parent to see what is going on at school would be to stop and observe the classroom while information is being taught.

«Citizen Schools» proven model integrates a student's class day experience with out of school time to reinforce learning, and increases student engagement by involving them in the real world application of what they learn in the classroom,» added Laura Pitone, Chair of the Somerville School Committee.

As Gates Foundation education executive Vicki Phillips told the large gathering of enthusiastic teachers in Seattle: «You're in the classroom when it all gets real, you're the eyewitnesses to what works, and you are the ones who have the most powerful solutions when you work together.»

What classroom benefits might result if you get to know diverse community members in real depth?

And I don't mean that to be any sort of negative thing, but I think sometimes we shift our focus, and it's no different than a classroom teacher obsessing over missing work or missing papers when the real value of what a teacher does is making that connection with a kid.

Her piece in the Washington Post spoke of what she saw and heard in classrooms and from leaders that reinforced to her that educating the «whole child» (or also known as social - emotional learning) isn't just jargon or a fad, but a shift in the mindset of leaders and teachers that is yielding real impact on student outcomes (and is supported by emerging data - based research).

An attempt to decide what real world can solve in problem solving and classroom situations is by design thinking.

Well, I think Newark needs good schools, period... This idea of «we have to build charters at the expense of public school» is a ridiculous notion... That's an argument that people are having about real estate, about space, about money and finances, when on the ground, the thing that improves education is what happens in the classroom — is teacher development, staff development, and extended days and, you know, curriculum...

What does it look like in real classrooms?

The real challenge for us as educators is to examine that precept in terms of what is going on in our classrooms, to ask how we and the students together can make sure that even unpleasant truths can be told and heard.

Teachers are sometimes surprised that support emails are answered by the original developer, but there is no better way to get insight into what is important in different classrooms and to have a real conversation.

I hope that this critique of the Common Core is part of the 2016 rallying cry for parents to opt their children out of tests on those inadequate standards, a rallying cry for school districts to not design curricula based on the intellectually bankrupt Common Core, and a rallying cry for good teachers everywhere to speak up about what learning really is and to make sure that real learning, not test prep, is what they foster in their classrooms.

Real innovation in a classroom comes from human beings working with human beings, from teachers engaged in the countless, minute - to - minute adjustments that teaching requires, teachers adapting their styles and methods to the moment, as they can in small classes — this is what innovation looks like, what personalized education looks like.

They need real investments in teaching and learning, like books, supplies, and smaller class sizes; a voice in what happens in their schools; and latitude in their classrooms so they can tailor their teaching to meet the needs of their students.

I'm not saying that teachers need to fall in line because having been in the classroom myself and knowing what it feels like, the difference between having something shoved down my throat and being a partner in an effort to get something done — that distinction is real.