Sentences with phrase «higher ability students use»

Higher ability students use this as a starting point and create their on own A3 paper with encouragement to create more headings.

Not exact matches

«College Selectivity and Degree Completion,» by Scott Heil of the City University of New York (CUNY), Liza Reisel of the Institute for Social Research in Oslo, and Paul Attewell of the CUNY Graduate Center, is the first study on this topic to use nationally representative data and to account for the higher graduation rates of highly selective institutions in terms of their ability to attract and enroll higher achieving students.

Students who received PBL scored significantly higher on problem - solving skills and in their ability to apply knowledge to real - world economic challenges than students taught economics using traditional Students who received PBL scored significantly higher on problem - solving skills and in their ability to apply knowledge to real - world economic challenges than students taught economics using traditional students taught economics using traditional methods.

This resource fits in any module, covering the topic of jobs and plans for the future for KS4 French, but could also be used for students in higher ability groups in Year 9.

It is targeted at higher ability students so includes sentences using past, present and future tenses.

Differentiation: purple = lower ability blue = middle ability yellow = higher ability Resources provide opportunities to: - explore language, form and structure - assess against the 9 - 1 specification success criteria - explore the presentation of Elizabethan parents - explore the theme of power - compare the parenting of Lord and Lady Capulet - structure analytical paragraphs using WHAT, HOW, WHY instead of PEE which can restricting A structure strip is included which can be stuck into student books to guide them through an analytical comparison

Requesting that they use many specific language structures or advanced vocabulary is likely to be counterproductive to higher level thinking: When students devote part of their cognitive ability to looking for chances to sneak in a subjunctive structure, their ability to listen and react to the ideas brought forth will be limited, which detracts from the spontaneity and meaningfulness of the exchange.

Differentiation: purple = lower ability blue = middle ability yellow = higher ability Speeches that are used as a stimulus: - Emma Watson - Winston Churchill - Queen Elizabeth I - George W Bush - Napoleon (Animal Farm) Students will practice writing speeches using the following topics: - increase in legal driving age - importance of mobile phones - social media Students will develop the following skills: - speech writing using the 6 part structure - persuasive writing - speaking and listening - developing effective openings

Differentiation: purple = lower ability blue = middle ability yellow = higher ability Resources prepare students for answering Q1 and Q2 and cover the following: - introduction to paper 2 - expectations and timings - identifying key information in 19th century and modern texts - identifying the point of view of a writer - inferring - exploring how language creates tone - complete true or false tasks (as per the exam) for the texts read - explore the term synthesis - synthesise information from 2 texts - work in pairs and groups - explore model answers - investigate these of connectives to synthesise - self and peer assess - develop vocabulary and analyse vocabulary in texts using inference - explore audience and purpose Regular assessments are included to assess students ability in true or false and synthesis tasks.

Differentiation: purple = lower ability blue = middle ability yellow = higher ability Resources provide opportunities to: - explore language, form and structure - assess against the 9 - 1 specification success criteria - explore the presentation of character and power - develop skills required for the English language exam - use what, how, why instead of PEE which can be too restrictive - use structure strips to help students to develop better analytical responses

Differentiation: purple = lower ability blue = middle ability yellow = higher ability Resources prepare students for answering Q3 (language) and Q4 (comparison) and cover the following: - analysis of vocabulary - analysis of sentence forms - analysis of language techniques - explore audience and purpose - study of model answers - exploring the effect of language - improving exam responses using mark schemes - explore perspective - understand the difference between synthesis and comparison - form comparisons between texts - practice timed responses Regular assessments are included to assess students ability in true or false and synthesis tasks.

Differentiation: purple = lower ability blue = middle ability yellow = higher ability Resources prepare students for answering Q1 and Q2 and cover the following: - structure strip to help form better responses to question 2 (synthesis)- introduction to paper 2 - expectations and timings - identifying key information in 19th century and modern texts - identifying the point of view of a writer - inferring - exploring how language creates tone - complete true or false tasks (as per the exam) for the texts read - explore the term synthesis - synthesise information from 2 texts - work in pairs and groups - explore model answers - investigate these of connectives to synthesise - self and peer assess - develop vocabulary and analyse vocabulary in texts using inference - explore audience and purpose Regular assessments are included to assess students ability in true or false and synthesis tasks.

This lesson has been designed for A-level students but could be used with higher ability GCSE students.

This is a luxury / necessity life skills lesson aimed at high school special needs students, though it can be used for almost any age and ability level.

6 for higher abilities where they should be encouraged to answer questions in full sentences, and use descriptive words, and also because... Extension work - get students to ask / write other questions about the nursery rhyme.

Plenary activity included which tests students on their understanding of Section C. I used this with high ability Year 7s having already spent time on simplifying expressions and solving equations.

• Includes sound clips to bring the learning to life • Animations have been thoughtfully used to promote participation from lower achieving students and discussion from higher ability ones.

Using data from 252 economics students at 11 high schools and controlling for individual characteristics, most notably verbal ability, they found modest evidence that, in the aggregate, PBL increased learning of macroeconomics at the high school level as compared with traditional classes.

These studies also suggest that the pedagogy of the SEM can be applied to various content areas resulting in higher achievement when implemented in a wide variety of settings, and when used with diverse populations of students including high ability students with learning disabilities and underachievers.

High school registrars and counselors also have the ability to electronically create and send official student transcripts to Texas public colleges and universities using TREx.

What to watch: The PDE will use Title II, Part A funds to continue supporting current initiatives, such as two promising grant programs: One promotes partnerships between LEAs and EPPs to improve their teachers» ability to serve low - income and minority students and a second dedicates funding for high - quality clinical experiences, particularly for educators teaching in high - need areas.

Desoete (2009) saw that the use of confidence ratings used on a consistent basis allowed students to have higher meta - cognitive abilities, and better arithmetic skills.

Field - test teachers often pointed out student levels of engagement, student ability to use new content knowledge, and connections to required curriculum standards as factors contributing to high ratings in terms of the effectiveness of the lesson.

Use student performance data derived from teacher - created and standardized assessments to drive... Physical demands require the ability to stand, bend, reach high and low, stoop, and walk around the...

The ability to use metacognition is one of the characteristics of high - achieving students and a key skill that all students can learn.

Whether you use the definition of giftedness from the United States Office of Education (US Department of Education, 1993), which describes these students as» children and youth with outstanding talent who perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, or environment», or as Renzulli (1978) does as the intersection and interaction among three basic clusters of human traits — above average ability, high levels of task commitment, and high levels of creativity, it is arguably the concept of asychronicity that educators must address.

ACT — One of two commonly used tests designed to assess high school students» general educational development and their ability to complete college - level work in four skill areas: English, mathematics, reading, and science reasoning.

Recent work in using problem - based learning in teaching science to high ability learners at the elementary level suggests the efficacy of the approach in enhancing student and teacher motivation (VanTassel - Baska, Bass, Ries, Poland, & Avery, 1998); in improving problem - finding abilities (Gallagher, Stepien, & Rosenthal, 1992); and in promoting intra and interdisciplinary learning (Stepien, Gallagher, & Workman, 1993).

We recommend that states adopt this particular definition for two critical reasons: first, it has a proven ability to identify students who are at very high risk of academic failure due to absences; and, second, using it will allow for comparisons across states and districts nationwide, even if the lengths of their school years differ.

(James J. Barta and Michael G. Allen); «Ideas and Programs To Assist in the Untracking of American Schools» (Howard D. Hill); «Providing Equity for All: Meeting the Needs of High - Ability Students» (Sally M. Reis); «Promoting Gifted Behavior in an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Page).

At the other end of the continuum, 27.3 % of LLMT participants received the highest score of 9, demonstrating the ability to identify evidence of effectiveness directly linked to students» specific mathematical content understandings and difficulties or to student engagement in math practices or to the use of specific mathematics academic language.

Compensation strategies used by high - ability students with learning disabilities who succeed in college.

● Six years of experience in educational leadership with a track record of student achievement results ● Strong understanding of progressive pedagogy ● Demonstrated experience leading highly effective professional learning for teachers and / or leaders around instructional best practices ● Ability to use data to inform practice, with a clear understanding of the metrics that lead to student achievement ● Exceptional results leading others and managing a team to achieve ambitious goals ● Demonstrated success creating and managing systems and work product ● Incredibly high excellence bar and ownership over results ● A team player with a strong work ethic and consistent follow - through ● Ability to build lasting and meaningful relationships with team members, students, and families ● Strong organizational skills and attention to detail ● Master's degree

The Center supports acceleration as an effective strategy for high - ability students and has developed a tool for schools to use when considering a student for a whole - grade skip.

This longitudinal study used a mixed - method approach to investigate the impact of student engagement in scientific research projects on high - level scientific inquiry abilities.

As a recently released LPI report, The Promise of Performance Assessments: Innovations in High School Learning and College Admission, describes, some leading places in both k - 12 and higher education institutions are beginning to use performance assessments in these ways, but much more needs to be done if students» college and life - ready abilities are to be both encouraged in high schools and conveyed to colleges and universitHigh School Learning and College Admission, describes, some leading places in both k - 12 and higher education institutions are beginning to use performance assessments in these ways, but much more needs to be done if students» college and life - ready abilities are to be both encouraged in high schools and conveyed to colleges and universithigh schools and conveyed to colleges and universities.

In a video released on the network's website, Ravitch says families should opt out of state - mandated high - stakes testing in part because the scores provide «no useful information» about the abilities of individual students and are unfairly used to evaluate educators.

Being a learning leader means balancing the evaluation of teachers using collected data based on student outcomes set forth in the curriculum while also taking into account students» ability to demonstrate the content, how they utilize higher order thinking skills in processing their understanding, and what problem - solving strategies are incorporated into the learning.

Innovations High offers students the ability to take courses as they choose whether in a blended learning environment using digital textbooks, or in a traditional «brick and mortar» class, or through courses that provide industry certificates that demonstrate employable skills.

Instead, the authors argue that teachers should engage students in deeper learning, assessing their ability to use higher - order skills.

The Iowa Acceleration Scale will be used by a committee consisting of parents, principal, High Ability Coordinator and teachers to assist in making the best decision for the student.

How do effective teachers of high - ability students make use of resources in planning for instruction?

Teachers of at - risk students or high - ability students can use the specific indicators to enhance their teaching practices.

This action research looks at the impact that a newly adopted curriculum and specific district and school supports had on teacher's ability to support students to elaborate in written and oral responses, to engage with higher order thinking tasks, and use protocols to support collaborative student work.

Ability - to - Benefit: One of the criteria used to establish student eligibility in order to receive Title IV program assistance is that a student must have earned a high school diploma or its equivalent.

The equipment used during the surf sessions is of high quality and is selected according to student's techniques and ability.

Since today's students are surrounded by blogs, podcasts, Google, instant messaging, etc, workplaces are demanding that future employees have the ability to recognize, use, and critically engage with information that is reliable, accurate, and of a high - quality nature.

Required Knowledge, Skills, and Abilities: (include unique competencies, certification, licenses, etc.): Working knowledge of data management, including metadata, data retrieval and research data use, format migration, preservation; High - level interpersonal, consultation and reference skills, including evidence of the ability to collaborate and liaise effectively with a diverse range of faculty, researchers, and students.

The skills required for a teaching profession are passion for the job, patience, and tolerance towards students» mischievous activities, high - level of energy, self - motivation, flexibility and organization of teaching schedule, good presentation skills, ability to explain complex concepts in the simplest manner by using excellent verbal and written communication skills.

• 7 years» extensive experience in providing physical education • Committed to deliver modern, high quality, results - oriented lessons • Highly skilled in using assessment data to recalibrate curriculum • Demonstrated ability to set and hold students to high academic, behavioral, and character standards • In - depth knowledge of developing motor skills and physical development in young adults