Sentences with phrase «where teachers and learners»

It is a site where teachers and learners can access over 2,500 free ESL lessons with either audio or video.

The impact of this is that we have a vibrant learning community where teachers and learners can flourish and thrive.

It is a culture where taking risks is encouraged and where teachers and learners understand that making mistakes is an essential part of the learning process.

Not exact matches

Three years ago, Nikki and her colleagues started a collaborative project called Modern Maths where, in an innovative learning environment, 120 nine - year - old learners come together to work with a team of four teachers.

Satellite internet based eLearning for rural students provides not only access to information and resources that would otherwise be unavailable, it also gives them a platforms where they can interact with other learners and teachers.

And, the notion of «keeping ahead» needs to give way to a new learning environment where teachers are learners, and learners are teacheAnd, the notion of «keeping ahead» needs to give way to a new learning environment where teachers are learners, and learners are teacheand learners are teachers.

Recommendations encourage teachers to use a mix of phonics and language experiences to support the development of a wide range of learners in a context where literacy demands are increasing at a dramatic rate.

My vision was of a learner - centered space where students and teachers would have access to exciting technologies, digital and print resources, and productive spaces offering scope for collaboration and creativity.

Accountability pressures on teachers, allied with concerns about inspection and the narrowing curriculum options with EBacc are fostering competitive classroom environments where teachers are feeling forced to teach to test and not to the benefit of learners or their community.

«We are seeing learners taking a greater responsibility for their work and if there is one little kernel that is right back to what we are on about it, it is that they own their own learning — teachers don't own it for them, they are not transmitting to students what they need to learn, it is learners having an environment; the constructivist idea of education where they grow themselves, self - directed.

Learners have more time to engage in actual, meaningful interaction in the target language in class, where the teacher is available to offer timely feedback and assistance.

Collaboration — where learners and teachers share the same space and see and learn from each other.

Except where individuals are self - taught, learning is a jointly produced outcome, involving effort by both a teacher and a learner.

One example of this commitment to the continuum is in New Jersey, where Garden State leaders have not only focused on successful STEM educator preparation and instruction, but are also looking at the long - term economic benefits coming from excellent STEM teachers and successful STEM learners.

When teachers see their role as delivering the same curriculum to all students, and the onus for successful learning is placed solely on students themselves, there is little incentive for teachers to go to the trouble of identifying where learners are in their long - term learning progress.

«This is a process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go next, and how best to get them there.»

We have to deploy strategies that empower the learners and teachers as they are, where they are.

Thanks to data from the Professional Growth Effectiveness System and the TELL Survey, districts will have more information than ever before on how many effective teachers they have and where they are working, said Christine Boatwright, administration education program consultant in the office of Next Generation Learners.

Immersion visits include an in depth tour where participants are able to see learner - centered practices, talk to teachers and students and experience the dynamic, personalized culture.

Interestingly, in this case and in others where district - wide differentiated instruction initiatives were underway, the explicit rationale provided by district personnel was to help teachers ensure that the needs of «high - ability learners» were not being ignored, given the predominant state emphasis on interventions to close the achievement gap between low - and high - achieving students.

Planning also includes the pre-conference for the formal observations, where teacher and administrator discuss the teacher's unit, lesson development and the strategies to be used with struggling learners.

Dr. Ximena E. Zate served as Program Administrator and Director of the Bilingual / ESL Technical Assistance Center (BETAC) in Eastern Suffolk BOCES on Long Island, where she provided educational services for English language learners and English as a Second Language / Bilingual teachers and district administrators in Suffolk County.

The district — where 44 percent of students are English learners — provides all 550 of its teachers with professional development on how to integrate language development practices for English learners in every subject and grade level.

As a result of her extensive volunteerism, Bonnie understands the kind of support a school board must provide to both teachers and students, in order to cultivate an environment where educators, learners and parents all participate to help each child reach their maximum potential.

Logan County High School will develop a Flex - Learning model where teachers facilitate an environment based on learner profiles and student - driven choices.

A learner - centered school is a place where teachers and students are committed to one another and share collectively in the school vision.

Chandlers Elementary School will develop a Flex - Learning model where teachers facilitate an environment based on learner profiles and student - driven choices.

She is dedicated to creating a safe and caring school environment where students, teachers, corps and staff thrive as learners and do great things.

Auburn Elementary School will develop a Flex - Learning model where teachers facilitate an environment based on learner profiles and student - driven choices.

Adairville Elementary School will develop a Flex - Learning model where teachers facilitate an environment based on learner profiles and student - driven choices.

In fact, a survey of teachers, administrators, and student learners where at - risk student populations were identified was recently conducted on the schools in this area, including those specifically serving the population of at - risk students directly involved in the ATTTCSE project (Gonsoulin, 2006).

To reverse this trend, teachers, like all learners, need to identify questions that have personal / professional relevance, and they need to have the opportunity and support to explore them at a time and in a place when their minds are fresh and where they are treated like professionals.

Schools should be professional learning communities where principals and teachers are viewed as «lifelong learners» in their profession.

To reach students with disabilities who struggle in mathematics, teachers need to deepen their understanding of where and why learners with disabilities struggle (Allsopp, Lovin, Green, & Savage - Davis, 2003).

Finally, when teachers know what success looks like, they can show learners what success looks like, design opportunities for students to make their own thinking and learning visible, and gather evidence about where to go next in the teaching and learning.

«At the core of personalized learning is a learner profile where teachers get to know their students, their strengths, interests, background, goals and learning preferences,» Ives said.

Encouraging young math learners to record their thinking and problem solving helps teachers see where their students are on the learning path.

The Common Core requires all teachers to do what heretofore only our master teachers have accomplished: step back and let students construct their own meaning; craft learning environments where collaboration, investigation and discovery is a design principle of each lesson; provide choices and variation in pedagogical stances; and adapt to the needs of diverse learners.

Dual Language Learners: Effective Instruction in Early Childhood — article, by Claude Goldenberg, Judy Hicks and Ira Lit that appeared in the American Federation of Teachers» journal, summarizing research on effective early education for DLLs including the use of the children's primary language where possible, the adoption of effective practices for building English language skills and the involvement of families in supporting children's learning

Having advance knowledge of where students may potentially misunderstand a new concept helps teachers design lessons that can nip misunderstandings in the bud — and maybe even inspire a new generation of lifelong learners.

As Betsy Pon, a student and Kindergarten Teacher in the program clearly states, «Assessment literacy ensures meaningful and timely feedback to the learner so that the leaner knows where their ability / knowledge skill lay in progression to the standards, has capability to act upon the feedback, and can make decisions regarding self - assessments.»

And as English, ESL teachers if you're in a district where you have a lower popul - or a lower percentage of English language learners in your district, you might be the only English as a second language teacher in that building.

Coursework focuses on critical areas such as English Language Learner (ELL) instruction, cultural competency in the classroom including gender and sexually diverse student identities, evidenced - based frameworks for technology integration, educational leadership, and teacher leader / instructional coaching best practices in order to be instructional leaders in the school / district where employed.

Cultivating an environment where everyone is a «learner, doer, teacher» (Richard Bach) creates a safe space where students feel encouraged to take risks, test out their theories, and drive their own learning.

This approach enables us to work with teachers to help them to assess lipitor price exactly where learners have reached, identifying where they may be stuck and developing teachers» skills in planning pathways that will accelerate progress.

That concept is blasphemy in our school where teachers live to prepare children to be productive learners and members of society.

She mentors and supports teachers and principals in how to create and sustain effective, efficient, and joyful school cultures where all learners thrive as readers, writers, and thinkers.

Edutopia Edutopia is the result of the George Lucas Educational Foundation's vision of a new world of learning where students and parents, teachers and administrators, policy makers and those they serve are empowered to change education for the better; where schools provide rigorous project - based learning, social - emotional learning, and access to new technologies; and where students become lifelong learners.

Where I teach: Eastview High School, Apple Valley, MN When did you become a teacher and what did you teach: 1995 - German, Social Studies, ACT Prep, Teacher Librarian, Instructional Technology Specialist What does being a teacher mean to you: By nature, I am a lifelong lteacher and what did you teach: 1995 - German, Social Studies, ACT Prep, Teacher Librarian, Instructional Technology Specialist What does being a teacher mean to you: By nature, I am a lifelong lTeacher Librarian, Instructional Technology Specialist What does being a teacher mean to you: By nature, I am a lifelong lteacher mean to you: By nature, I am a lifelong learner.

However, schools in this study literally doused teachers with a huge battery of professional development requirements and offerings and, by the end of the project, had moved to a «just in time» model of professional development, where flexibility on the part of the learner is key.