Sentence examples for classroom norm from inspiring English sources

UMI is a curricular framework that establishes modeling as the science classroom norm.

This type of modeling should be repeated several times during a course, so the analysis and practice of reasoning becomes a classroom norm.

Current classroom norms, which Goyal described as the "culture of fill in the bubble tests and drill-and-kill teaching methods," aren't a good fit in a complicated, connected, competitive world.

Just as instructors use practices to develop classroom norms, departments can develop new structures to help develop new norms (or symbols) in the department.

In contrast to classroom norms that privilege "right" answers and perfect final submissions, classrooms that position failure and iteration as norms prepare students for the realities of complex problem solving.

From my vantage point as a principal I've witnessed teachers that fail to establish productive classroom norms in the first 20 days, and the students and teacher (and their neighboring colleagues) suffer the entire year for it.

Effectively using active learning requires skills, expertise, and classroom norms that are fundamentally different from those used in traditional lectures.

For many instructors, these classroom norms are simply verbally asserted from the first few days of a class and then regularly reiterated as the term progresses.

This variation impacts the way students perceive the goals of the instructor and the classroom norms, which in turn impacts the way students interact during clicker discussions (Turpen and Finkelstein, 2010).

If instructors agree there are benefits to engaging students in reasoning during class, they will want to make this connection explicit in their learning objectives and in establishing classroom norms.

Such instructional practices generate classroom norms that vary along a continuum, from placing emphasis on quickly arriving at the correct answer ("authoritative" or "answer-making") to placing emphasis on students articulating the reasons for both right and wrong answers ("dialogic" or "sense-making"; Turpen and Finkelstein, 2010).