Looping, supporting student learning through long-term relationships
Read Online
Share

Looping, supporting student learning through long-term relationships

  • 960 Want to read
  • ·
  • 84 Currently reading

Published by Northeast and Islands Regional Educational Laboratory, U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center in [Providence, RI], [Washington, DC] .
Written in English

Subjects:

  • Team learning approach in education.,
  • Alternative education.

Book details:

Edition Notes

Other titlesSupporting student learning through long-term relationships, Themes in education
SeriesThemes in education
ContributionsEducational Resources Information Center (U.S.)
The Physical Object
FormatMicroform
Pagination1 v.
ID Numbers
Open LibraryOL17136770M

Download Looping, supporting student learning through long-term relationships

PDF EPUB FB2 MOBI RTF

Looping, a term coined by Jim Grant, author of “The Looping Handbook,” refers to the not-so-new but increasingly common practice of keeping groups of students together for two or more years with the sameteacher. 3 The History of Looping Looping has been around for a while in various Size: KB. In the Loop: Students and Teachers Progressing Together In the Loop: Teachers and Students Sticking Together for a Second Year, or More! OTHER RESOURCES: Northeast and Islands Regional Educational Laboratory At Brown University: Looping-Supporting Student Learning Through Long-Term Relationships. The Looping Handbook: Teachers and Students Progressing Together [Jim Grant, Bob Johnson, Irv Richardson, Aldene Fredenburg] on *FREE* shipping on qualifying offers. The Looping Handbook: Teachers and Students Progressing TogetherCited by: 48 Looping of students for at least two school years, following them from one grade student relationships are in place in secondary grades as well (Grant et al. support learning. Meier considers looping important in providing teach-ers and students with .

In many schools, looping has been integrated as a regular procedure. It has become normal for students to spend more than one year with the same teachers. Of course, as with any methods or practices, there are pros and cons that need to be considered when deciding if looping can enhance learning at your school and if it could be something you. Relationships and difficulties are opportunities to learn. To accomplish learning, the book puts the reader--not the other "malevolent" or "difficult" individual(s)--in charge, knowing that abstract organizations don't change, only individuals change who then work together to make changes in their specific relationship and organization/5(22). Setting Objectives and Providing Feedback "The key to making your students' learning experiences worthwhile is to focus your planning on major instructional goals, phrased in terms of desired student outcomes—the knowledge, skills, attitudes, values, and dispositions that you want to develop in your students. Students come to school with a lot of baggage that we aren’t always aware of. By allowing students to retake tests, learn from their mistakes, or circling back through the curriculum will allow more students to access your instruction and for you to have a better understanding of where they are at with their learning.

Get this from a library! Looping, supporting student learning through long-term relationships.. [Educational Resources Information Center (U.S.);]. Improving students' relationships with teachers has important, positive and long-lasting implications for both students' academic and social development. Solely improving students' relationships with their teachers will not produce gains in achievement. However, those students who have close, positive and supportive relationships with their.   When we think of student engagement in learning activities, it is often convenient to understand engagement with an activity as being represented by good behavior (i.e. behavioral engagement), positive feelings (i.e. emotional engagement), and, above all, student thinking (i.e. cognitive engagement) (Fredricks, ). This is because students may be behaviorally and/or . This book offers a psychoanalytic perspective on learning and teaching and on many of the issues which preoccupy those who work in educational the origins of learning in children’s early relationships and at factors which help and hinder the educational process in later childhood and by: