Sentences with phrase «what students»

After a critique, summarize what your students said.

But, if they're working collaboratively and closely with other teachers and it's all easy to do, they might have the other teacher take over, monitoring what the students are doing, so that the teacher can go and resolve that particular conflict with a small group of students.

It's tiring and I often find myself with too much to do — too many papers, too many people's needs, too many forms to complete, too many meetings — but I always look forward to the classroom, to seeing what students will realize and produce.

In contrast to earlier tests that were mostly «based on the nouns, measuring what students knew,» claims Justin, «what we're now measuring [on CCSS assessments] is the verbs, which live in the land of performance assessment.

But does that grade really reflect what the students knows?

The kind of research that supports them are not instructional studies on how to teach the standards, but instead are studies of what is taught in other countries, or what students need to know (in terms of basic skills) when they go into the workplace or into the college.

One major paper Schmitt assigns is a personal «American Dream» project about what students hope to accomplish in life.

This is not an effective way to gauge what all your students are thinking.

So many people want to dismiss the findings as just what the kids think as if what students think and believe does nt affect the way they relate to their teachers, engage their academic work, or develop meaning in their lives.

SM: I think the first thing I would say is don't make assumptions about what students do and don't know or can and can't do online.

What students can learn through intentional conversation (and how to get them to speak up).

This is a powerful way of not only getting to know your students, but also tying in the backpack's contents with a class novel, science experiment, or any standard that you're teaching — simply by aligning items in the bag with what students need to know.

What students do in arts - integrated education is actually far closer to the practice of contemporary artists than what usually happens in regular arts classrooms.

It's important to listen to what students are interested in doing, and then using that information to outfit the makerspace.

Each section has a breakdown of what students are required to learn, and all questions include shared success criteria so students can become familiar with mark schemes.

So, when the teachers have a tool that can help them understand exactly what the students know and can do, then they can target their teaching there.

MQI focuses on whether teachers understand what their students are saying about math.

A pre-test to see what your students know about the Sikhism religion 2.

Then I realized that I had never phrased the material as outside the realm of what the students were expected to achieve, so to them these concepts were just what typical middle school students should see — they weren't aware it was high school material, and they were less prone to give up easily.

What students are expected to know in order to reach proficiency levels on exams in some states may be as much as four grade levels below the standards set in other states, according to a study by the American Institutes for Research that uses international testing data to gauge states against a common measuring stick.

Most often teachers assume that they know what the students want - and that in most cases, it's what the teacher wants...

Focus on the positives: Enter the feedback process with a mindset that has you looking for what students did well instead of what needs to be fixed.

«Reassessing the Achievement Gap: Fully Measuring What Students Should Be Taught in School» argues that NAEP results offer a «distorted» picture of student achievement because of their exclusive focus on academic skills and take attention away from nontested areas that often fall under the purview of schools.

In 2001, the California Board of Education set standards at each grade level for what students should know and be able to do in music, visual arts, theater, and dance, but a statewide study in 2006, by SRI International, found that 89 percent of K - 12 schools failed to offer a standards - based course of study in all four disciplines.

Communicate Often and in Various Forms Provide information about what's going on in your class (weekly would be ideal): what students are learning, what they've accomplished, what you're excited about, what they're excited about, and the learning and growth you're seeing.

Guest blogger Heidi A. Olinger, STEAM teacher and social entrepreneur, gives an insightful strategy for learning about what students value and then teaching in ways that will engage them by appealing to those values.

«When they can sit down side by side and say, «Here's what a traditional video camera saw during the last 60 minutes; now, let's switch over and see what the students were looking at,» it can't help but make the job of improving instruction easier for both of them.»

This assessment is great to see what my students already know before they start lessons in ICT.

He said: «Teachers need ongoing support in using the technology to genuinely support what they need to teach and what students need to learn.

Building learning from text strategies and other learning supports into the curricula that will also help teachers to teach those skills as part of what students need to know, rather than as extraneous items that compete with the enormous amount of content they need to cover.

The purpose of assessment is really to understand what our students have learned, and to present it to ourselves and our students in a way that we can all see who has learned what.

Some teachers do hear what the students are saying, Constantine says, and even at the high school level, where some teachers believe that their job is strictly to teach the content and that's it, they are doing icebreaker activities in class that have nothing to do with subject - matter knowledge.

Ask any teacher what their students spend most of their time doing in the halls, not to mention during class, and they will tell you that their kids are always on their smartphones — for academic as well as social reasons.

By 10 - 0, with one abstention, the board gave its approval in concept to what students in grades K - 7 should know and be able to do in mathematics.

It was «the first large - scale randomized - control trial designed to measure what students learn from school tours of an art museum.»

Your classroom motto, mission, relevant quotations, bulletin boards, situation of desks and cleanliness of the room all become the foundation of what students experience as they enter your room.

As Michaelsen and her co-authors explain, «It is not a book written by a teacher or educational experts telling you what students want.

Note: The primary resources in this activity provide powerful and poignant descriptions of what those students faced.

To know why it is important to understand what students value, I encourage everyone to reflect on how they feel — and perform — when a school leader knows and acts on what is important to team members.

Unlike other studies that have tracked how time is spent in school, this one kept close tabs on what students were up to through the use of time diaries kept by teachers throughout the day.

The first step is to make sure that the project is aligned with standards and what your students need to know.

Agree on what students could do with «wasted» time they accumulate and decide how much time they'd need to save for that special event.

Issues such as teacher shortages, an increasing disconnection between what students are taught and existing job roles, and a lack of general awareness about the changing nature of work, continue to blight the system and will be a focus for campaigners over the coming months.

Professional development for maker educators should introduce the materials and methods involved so that the teachers understand what students can learn from making.

When we know what students are working toward, we can help contextualize the daily work for them.

And after the first weeks of school, how can I find out what my students really know, deal with their diverse learning needs, and ensure that everyone is learning?

Olinger, STEAM teacher and social entrepreneur, gives an insightful strategy for learning about what students value and then teaching in ways that will engage them by appealing to those values.

Search for civic organizations, societies and religious groups to bring the community into what the students are making in the schools.

Sometimes I overestimated what students would know or be willing to share in these interactions.

Be careful not to assume that you know what your students may be feeling or that your experiences are their experiences.