Sentences with phrase «where individual students»

While teachers could easily see student performance indicators and test scores, they could not dig deeper into those measures to see exactly where individual students were struggling or successful.

They should include spaces where individual students can work at their own pace, as well as area where groups of learners can collaborate and cooperate with one another.

A new voluntary national test of fourth grade reading would stimulate change» [b] y showing parents and teachers where individual students stand in relation to rigorous national standards and by demonstrating the kind of work that will be essential for success in the next century.

Sometimes they meet in classrooms, where individual students themselves rise and share their worries and testimonies.

At the Saracens High School we will combine our sporting beliefs to create a unique school environment where every individual student matters, academic achievement is important and a real emphasis is placed on teamwork and the creation of great memories.

Teachers can track an entire class with a few keystrokes and drill down to see areas where an individual student needed help or where the entire class of students needed additional help.

Not exact matches

The Flipped Learning Network defines flipped learning as a «pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter» (Flipped Learning Network, 2014).

«The general dynamics of the group seemed to be movement from an original period where patients were seen as being «just like us» through a period where the students identified with the helplessness and despair of the patients, to a final period where they began to find for themselves some individual methods of relating to the patients.»

Where an EHC plan will not be awarded to a student who previously had an LDA, local authorities and institutions should consider the implications of this for the young person, and for funding arrangements, and agree a plan to ensure that the level of support which the student needs is made available and that there is no disruption to the individual's learning arrangements.

More than 1,000 delegates voted to adopt a resolution which noted that «studies conducted by prominent researchers and renowned education experts show that individual merit pay plans have not helped to significantly improve student achievement in any of the United States school districts where they have been implemented.»

Surely an individualistic culture could also be imported by Hollywood movies, returning foreign exchange students,... (Also suppose that once all cultures were collectivistic (not too unreasonable in the 1492 - 1900 timeframe)- where do the individualistic individuals come from?)

Districts are making major investments in school connectivity, school security, and in individual devices that will allow students access to the internet to expand their knowledge, to practice skills where they need additional help, and to learn how to communicate and share their knowledge with others.»

(i) current employees / faculty of the Licensee who are doing work or conducting research for the Licensee who are authorized to access the Secure Network; (ii) current contractors or visiting faculty doing work or conducting research for the Licensee who are authorized to access the Secure Network; (iii) where applicable, retiree or emeritus faculty of the Licensee who are authorized to access the Secure Network; (iv) where applicable, individuals who are currently, officially enrolled as a registered student of a degree program at the Licensee's institution who are authorized to access the Secure Network; (v) walk - in users who are permitted to use the Licensee's library or information services and who are authorized to access the Secure Network, but only while on the physical premises of the Licensee; and (vi) Other users as may be authorized in writing by and at the sole discretion of the Publisher.

The main challenge in designing the map, says Shoou - I Yu, a graduate student at Carnegie Mellon University in Pittsburgh, Pennsylvania, was finding and following individuals in complex indoor environments where walls and furniture can block the cameras.

A direct affiliation with the Licensee may include, for example, (a) current employees whether on a permanent, temporary, contract, or visiting basis, but excluding employees at a foreign affiliate or constituent university and (b) individuals who are: (1) officially enrolled as a registered student at the Licensee's institution; (2) authorized to use the library network from within the library premises or from such other places where such persons work or study (including but not limited to offices and homes, halls of residence, and student dormitories) and who have been issued by the Licensee with a password or other authentication method for such use of the library network, but (3) excluding students at a foreign affiliate or constituent university; or (c) walk - in users who are permitted to use Licensee's library or information service and permitted to access the library network but only from computer terminals within the Licensee's library premises («Authorized Users»).

Institutions that receive federal funding should be required to keep data on the career goals of their students when they enter and leave their programs, as well as where these individuals go after they leave.

Unlike schools, which grow increasingly segregated and involve more individual instruction as children grow older, afterschool programs are spaces where instructors, often similar to the students in age and background, can facilitate diverse, productive interactions that help youth reach social and academic goals.

Although generally students with higher IQs improved more quickly, there were many individual cases where a student with a lower IQ outperformed a student with a higher IQ, Allor said.

Mr. Mikita has achieved numerous milestones for individuals with disabilities as the first admitted student in a wheelchair in the history of Duke University, where he graduated magna cum laude; the first student in a wheelchair at Brigham Young University's Law School and the first recipient of the Muscular Dystrophy Association's National Personal Achievement Award for his advocacy on behalf of people with disabilities.

As Musial notes, «caring is not about coddling students, it is about being completely present with individuals» and meeting them where they are (2012, 221).

We get so versed at cuing where the shoulders, hips, toes, etc. go in each individual pose, we forget to question AND explain to our students the purpose of those placements.

In order to meet students where they are and appropriately scaffold a lesson, or differentiate instruction, you have to know the individual and collective zone of proximal development (ZPD) of your learners.

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.

Starting from the basic Google Earth interface, students can type in any location on the computer — the Forbidden City, say — and watch as the globe spins and then slowly zooms in, in this case, on the Asian continent, eastern China, Beijing, and the walls of the Forbidden City, where individual visitors can be seen clustered around the Imperial Palace.

The lessons include examples of questions and situations where students to analyze, synthesize, and evaluate contexts and issues related to kindness on an individual and community (local and global) basis.

In response, a number of reform efforts are focusing on creating small schools or schools within schools where students are known and valued as individuals by other students as well as by teachers and staff.

Since it's not often possible for teachers to sacrifice an entire day of schooling to allow for individual creative pursuits, the idea has been reinterpreted in many schools as a «Genius Hour,» where students get one hour per day or week to focus on a project of their choice.

«Teachers are well placed to talk with individual students and their parents about the things that each student can do well and areas where they can improve.

Continual reminders that students are failing to meet high standards are less effective than establishing where exactly individuals are in their learning, tailoring teaching to meet students at their points of need, and monitoring and celebrating excellent progress towards high standards.

This is ideally the first half of a double where students can use the second half to develop their individual work.

Is it really realistic to require «teachers to embrace changes to their planning, teaching and assessment practices -LSB-...] create multi-streamed, differentiated lesson plans for each class, adjust their pedagogy to the different needs of individual students -LSB-...] and identify «flight paths» for where the student needs to be to maximise learning growth each year» (p. 56)?

In the Indiana study, the most rigorous program estimates come from an individual fixed - effects analysis, where the achievement gains of students while in the voucher program are compared to their achievement gains when not in the program.

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.

So we installed counter-style desks of varying heights around the perimeter of the open studio, creating a «coastline» where students could concentrate on individual tasks, including personalized online learning.

But it has the potential to support teachers» current efforts to establish where individuals are in their learning, to meet students» differing learning needs and to ensure that every student is appropriately challenged.

Layering incentives at classroom, grade, and schoolwide levels creates a culture of positivity and achievement where students celebrate milestones in their individual and shared learning.

Incorporate individual conferences into work time, if at all possible: periods of time where student attention is already designated to a clear task.

Looking across a group of Engagement Trees also brought attention to swells and dips in both individual and community engagement, such as a week where a student was very obviously trying to catch - up on work missed from the previous, or a predictable drop in collective activity during Spring break.

However, a prescribed curriculum requires time reading teacher manuals, making copies, and grading benign assignments, where as a student - driven and teacher - curated curriculum, personalized to the needs of individual students and classes, redistributes your time.

And while we can celebrate the increased number of staff and corps members that share the same racial or economic background as the students we teach and the communities we partner with, we must also build a thriving and inclusive culture where all our staff feel valued for their individual experiences, unique leadership, and assets they bring to our work.

Once a week, tutors have «practice and planning time,» where teachers give them insight into content and lesson plans and can raise concerns about supports that individual students might require.

In other words, because today's education system is a monolithic one — where students learn the same thing on the same day in the same way regardless of their individual needs — Jobs had to repeat things he already knew because that's where the rest of the class was.

The introduction of computer adaptive tests that are better targeted on students» current skill levels should provide better information about where individuals are in their long - term literacy and numeracy development.

As a teacher, I would find it impossible to enact the model you are suggesting, where individual (and often transient) preferences of students must influence what learning activities they are given and how teaching is to be implemented.

Mehta and Fine (read sidebar) discovered that even in underperforming schools where boredom was near universal, «there were individual teachers who were creating classrooms where students were really engaged and motivated.»

Randy told me that his student test scores have significantly improved, but more importantly, his students are getting more individual time with him where he can differentiate for each learner.

All these tests provide valuable data that teachers can use to establish where students are in their long - term learning, diagnose individual strengths and weaknesses, identify the best next steps for action, decide on appropriate evidence - based interventions, monitor the progress students make over time, and evaluate the effectiveness of their own teaching decisions and approaches.

Data for individual students still suffer from the testing - rate bias favoring bilingual education, but where it is available one can at least determine which program the student is enrolled in.

It means creating an environment, as she did with her class'd spring 2003 study of the Iraq war, where students feel empowered — as individuals, as students, and as citizens.

assessment is seen less as the process of judging how well students perform against year - level expectations and more as the process of establishing where individuals are in their long - term learning and monitoring the progress they make over time; and