Sentences with phrase «where deep student learning»

The Lesson Segment Addressing Content is the heart of the Marzano Model: it's where deep student learning occurs.

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Startup Studio is the capstone of the experiential learning curriculum at Cornell Tech, where students complement their classroom experience through deep, hands - on engagements with entrepreneurs, companies, nonprofit organizations, early stage investors, and ultimately their own startup projects.

The second technique they use is really challenging academic work — rigorous, long - term projects that students take on, where they can't help but learn in a deeper way.

In a classroom where students are doing the majority of the talking, where they are engaged with each other in rich, structured conversations and where they use academic vocabulary to support their ideas with evidence, I know two things are happening: Students are experiencing deeper learning, and this classroom is a step closer to ensuring educationalstudents are doing the majority of the talking, where they are engaged with each other in rich, structured conversations and where they use academic vocabulary to support their ideas with evidence, I know two things are happening: Students are experiencing deeper learning, and this classroom is a step closer to ensuring educationalStudents are experiencing deeper learning, and this classroom is a step closer to ensuring educational equity.

Let's do what's best for our students and focus on «uncoverage» by creating PBL projects and units that focus on deeper learning of the content, where students remember the material, think critically with it, and apply it in new contexts.

According to Vanderbilt University, service learning is defined as: «A form of experiential education where learning occurs through a cycle of action and reflection as students seek to achieve real objectives for the community and deeper understanding and skills for themselves.»

Every student would start her / his comment by saying, «I would like to make a text - to - text connection, or I would like to make a text - to - self connection...» It was clear that these young children had been taught this analysis skill; they had been given a strategy and language to go deeper in the text — and this an age where children are still learning to read.

But this will allow teachers to spend far more time focused on serving each individual student regardless of where they are in their learning; deeper learning as teachers work with students on projects and facilitate rich discussions; and developing students» social and emotional learning abilities.

So are schools where teachers have 120 or more students to get to know (with this 120 shuffled at the end of each semester); where serious learning is broken up into snippets of 50 - minute «subject matter periods» arranged in no intellectually coherent order; where assessment keeps knowledge tightly packaged in separate intellectual domains; where short - term memory work is rated as deserving the highest value at the expense of original, long - term analytic work; and where the intellectual engine of the curriculum comes at most students and teachers as a list of subjects and skills, usually far too long for the careful savoring and devoted practice that leads to deep understanding and worthy habits.

In other words, they begin with a deep understanding of the learning domain itself and are designed to establish and understand where students are in their long - term progress through that domain — for the purpose of improving teaching and learning.

The implication is that, through «drill and kill» instructional techniques, Success Academy is teaching students only low - level skills, while alternatives to the school are joyful environments where kids are learning to be creative, deep thinkers.

Project - based learning, where students have opportunities to dive deep into topics that interest and absorb them, has become a priority, and with it, the attempt to better engage students in their own education.

Teachers leading authentic learning opportunities in the classroom shift student engagement from passive compliance to deep engagement, where students take full ownership of their learning and display high levels of interest and willingness to pursue answers taking risks in their learning.

Our curriculum is further developed by Deep Learning Days, where the usual timetable is suspended and students of all year groups benefit from an enriching programme of activities and events.

Martinez wants to see more campuses like the Advanced Learning Academy, where students are not subject to a bell schedule or a single learning track, but free to delve deep and accelerate at their oLearning Academy, where students are not subject to a bell schedule or a single learning track, but free to delve deep and accelerate at their olearning track, but free to delve deep and accelerate at their own pace.

Although where, when, and how they learn might vary according to their needs, students also develop deep connections to each other, their teachers and other adults.

As we move down the learning - progressive continuum and our answer to Question One involves deeper levels of learning, we must move to a co-constructed approach to instruction, an approach where both teachers and students are collectively responsible for the learning.

As the WestEd team points out in their research brief, How Students Learn... To Learn, deeper learning truly takes hold when the student herself perceives a gap between where she is and where she wants to be, and takes action to close that gap.

Strong, trusting relationships are at the center of both SEL and culturally responsive teaching, where «teachers believe that each student brings with them strengths that are rooted in attributes of their learned «deep culture.

The school has perhaps the most thoughtful mix of building students» background knowledge and then unleashing students to work on projects where they can apply and extend that knowledge in the development of deeper learning that I've seen anywhere.

How can we create a culture of critique and revision, where students continually seek feedback and ask deeper questions to grow in their learning?

Instead, I want you to dig deep, to create learning environments where your students read, and think, and question, and write.

For sixteen years, she was a researcher at Harvard Project Zero, where she studied teacher collaboration (particularly processes for the collaborative assessment of student work) as well as approaches to supporting deep learning, thinking and understanding for students.

Deep learning often begins when students start applying the social and emotional skills you're teaching to real - life problems.Try setting up a space in your classroom where students can cool down,...