Sentences with phrase «use problem solving abilities»

Use problem solving abilities to properly load up to 100 pieces of freight into a shipping container in a three hour shift.

Not exact matches

There are noble solutions to these problems provided that we use the ability of technology to solve them,» says Carbone.

It has given man greater confidence in his ability to use his reason to discover the nature of the world, including himself and his societies, to solve his problems in every area, and to influence his destiny.

Patient lose ability to reason and solve problems using violence.

Understanding cause and effect is an also important milestone at this age, and your kiddo will feel more empowered as he perfects his ability to problem solve by using reasoning and creativity.

Developed in partnership with a team of neuroscientists, Thinking Time lets kids use their ability to reason to solve problems.

Georgie uses sensitive observation and responding to teach children how to tell their personal stories, tune in to their feelings, observe their thoughts, and accelerate their problem solving ability.

And, if you choose to use infant formula instead, you can feel confident that it's not going to cause a negative impact your child's long - term intelligence and problem - solving abilities.

Last week he said Ms. Throne - Holst «has demonstrated her ability to work productively in a divided government and has spent her entire career using her position to solve problems, two attributes that our current Congress desperately needs.»

Kunda chose the direction of her research career after reading Thinking in Pictures by Temple Grandin, an animal science professor who is autistic and has the ability to problem - solve — and even to visualize huge pieces of machinery before they are built — using her exceptional visual thinking skills.

It's my guess that, as a young person, you imagined yourself using your abilities in math or science to solve a problem — perhaps to cure a disease or advance the state of knowledge in an area that interested you.

Using only the classroom sounds, DART could classify the audio into three categories — single voice (traditional lecture with question and answer), multiple voice (student interactive group work), or no voice (student thinking, writing or individual problem solving)-- with over 90 percent accuracy, which matched the ability of the human evaluators to correctly classify the classroom environment.

The recent study, published in the journal Archives of Clinical Neuropsychology, focuses on using a simple test of visual flicker to evaluate an individual's level of executive cognitive abilities, such as shifting attention between different tasks, planning or organizing and problem solving.

If engines utilizing this principle can be put to use in practical applications, it is believed that they could become innovations with the ability to solve today's immediate environmental energy problems.

Science is a group effort and by teaching others to use our systems approaches we will greatly enhance their ability to conduct research and solve complex biological problems.

In this outing the once timid shire - dweller shows a natural change of attitude towards the adventure, and demonstrates patience and the ability to use his intelligence to solve problems.

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 methods.

developing strategies for teaching or improving students» competence with abilities such as problem solving, information evaluation, teamwork, technology use, and oral or visual presentation.

Assess your students» ability to use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities with this quiz.

Resource aimed at low ability Year 7 students who have been introduced to algebra including expanding brackets and finding the value of x. Addition and division tasks used to allow students to recap on previous learning in this area and develop further confidence in solving these problems.

They must develop their abilities to build and use their capacity, experience, imagination, creativity, and reflection to learn how to think and solve problems.

A third indicator would be a measurable increase in the kinds of general skills and attributes now being sought by employers — for example, students» abilities to work in teams, use technology, communicate, solve problems and learn on the job.

«Encouraging and supporting teachers to focus on the application of mathematics principles to real - world problems will encourage girls» engagement in mathematics, and also their ability to use mathematics to solve problems.»

Jonathan Cohen affirms that an effective emotional and social education develops the ability for the resolution of conflicts «and implies the learning of abilities, knowledge and values that increase our capacity «to read» in ourselves and in the others with the purpose of using that information to solve problems with flexibility and creativity».

Use these logic puzzles to - Improve reasoning abilities - Enhance pattern recognition - Develop problem - solving strategies - Encourage innovative thinking Each logic puzzle has a variety of answers.

What is important, and therefore should be assessed, is the learner's ability to organize, structure, and use information in context to solve complex problems.

We all know that literacy is the ability to read and write but the definition of creative is a little harder to define: it can be the ability to solve problems or being able to use your imagination.

Design Ventura provides a tangible real - world context for learning, and enables students to use their design skills, problem - solving ability and enterprise thinking whilst working in a team to respond to our brief.

Complete Sine Rule (Area) lesson - fully differentiated for all abilities - Finding Area using the Sine Rule - Problem solving and Exam Questions from the New Curriculum (Challenge) Rated «outstanding» in lesson observation from «outstanding» school

• Logico - mathematical: the ability to use logical methods and to solve mathematical problems (mathematician, scientist).

The Second Step curriculum emphasizes impulse control (the ability to control and manage thoughts, feelings, and behaviors, including listening, focusing attention, following directions, using self - talk, being assertive, identifying and understanding feelings, respecting similarities and differences), empathy (conversation skills, joining groups, making friends), anger and emotional management (calming down strong feelings, managing anger, managing accusations, disappointment, anxious and hurt feelings, handling put downs, managing test anxiety, resisting revenge, and avoiding jumping to conclusions), and problem - solving (playing fairly, taking responsibility, solving classroom problems, solving peer exclusion problems, handling name calling, dealing with peer pressure, dealing with gossip, seeking help when you need it).

By taking maths into the outdoors we see clear beneficial outcomes for school groups, including the ability of children to bridge the gap between theory and every day use, driving inquisitive thought processes, a positive attitude to approaching new challenges, and the ability to apply authentic problem solving strategies.

Resourcefulness is the ability to find and use available resources to achieve goals, problem solve, and shape the future.

SAGE is a project - based learning school: that means that students learn by doing meaningful, hands on work that makes use of their creativity and problem - solving abilities.

Basic Competencies: Students should have the ability to use all forms of information, especially current media and technology; develop a greater cultural awareness of their country and others; have the ability to work with others of different backgrounds; and develop skills to analyze multiple sources of information that can be used to solve real problems.

It will also test your students» ability to solve geometry and statistics problems that use algebra concepts.

Use effective literacy comprehension strategies to develop understanding of math concepts and promote problem solving ability.

The CogAT (Cognitive Abilities Test) assesses students» abilities in reasoning and problem solving using verbal, quantitative, and nonverbal (spatial)Abilities Test) assesses students» abilities in reasoning and problem solving using verbal, quantitative, and nonverbal (spatial)abilities in reasoning and problem solving using verbal, quantitative, and nonverbal (spatial) symbols.

Activities incorporate Geoboards, Color Tiles, Tangrams, Cuisenaire Rods, and Pattern Blocks to increase students» ability to use patterns and functions as problem - solving tools.

For example, if a teacher were to use entrance cards to assess a student's ability to solve real - world and mathematical problems by writing and solving equations of the form x + p = q and px = q (Common Core math standard 6.

These kinds of tasks are needed to develop and assess students» abilities to find and use information to solve problems, explain different approaches to a problem, and explain and defend their reasoning.

They also enable the teacher to assess student learning along multiple dimensions, including the ability to frame a problem, develop hypotheses, reflect on outcomes and make reasoned and effective changes, demonstrate scientific understanding, use scientific terminology and facts, persist in problems solving, and organize information, as well as develop sound concepts regarding the scientific principles in use.

Specifically, information literacy requires the ability to efficiently access and critically evaluate information and creatively use it to solve problems.

Collective bargaining contracts are especially problematic on three fronts: 1) they restrict efforts to use compensation as a tool to recruit, reward and retain the most essential and effective teachers, 2) they impede attempts to assign or remove teachers on the basis of fit or performance and 3) they over-regulate school life with work rules that stifle creative problem solving without demonstrably improving teachers» ability to serve students.»

The more intense the pressure students feel, the less ability they have to focus, pay attention, and use skills they have to solve problems and comprehend text (Elias, Bruene - Butler, & Blum, 1997; & Goleman, 2006).

Dovetailing with curriculum and instruction, assessment focuses on students» abilities to organize, structure and use knowledge in order to solve problems.

The following are common characteristics of gifted children, although not all will necessarily apply to every gifted child: • Has an extensive and detailed memory, particularly in a specific area of interest • Has advanced vocabulary for his or her age; uses precocious language • Has communication skills advanced for his or her age and is able to express ideas and feelings • Asks intelligent and complex questions • Is able to identify the important characteristics of new concepts and problems • Learns information quickly • Uses logic in arriving at common sense answers • Has a broad base of knowledge; a large quantity of information • Understands abstract ideas and complex concepts • Uses analogical thinking, problem solving, or reasoning • Observes relationships and sees connections • Finds and solves difficult and unusual problems • Understands principles, forms generalizations, and uses them in new situations • Wants to learn and is curious • Works conscientiously and has a high degree of concentration in areas of interest • Understands and uses various symbol systems • Is reflective about learning • Is enraptured by a specific subject • Has reading comprehension skills advanced for his or her age • Has advanced writing abilities for his or her age • Has strong artistic or musical abilities • Concentrates intensely for long periods of time, particularly in a specific area of interest • Is more aware, stimulated, and affected by surroundings • Experiences extreme positive or negative feelings • Experiences a strong physical reaction to emotion • Has a strong affective memory, re-living or re-feeling things long after the triggering euses precocious language • Has communication skills advanced for his or her age and is able to express ideas and feelings • Asks intelligent and complex questions • Is able to identify the important characteristics of new concepts and problems • Learns information quickly • Uses logic in arriving at common sense answers • Has a broad base of knowledge; a large quantity of information • Understands abstract ideas and complex concepts • Uses analogical thinking, problem solving, or reasoning • Observes relationships and sees connections • Finds and solves difficult and unusual problems • Understands principles, forms generalizations, and uses them in new situations • Wants to learn and is curious • Works conscientiously and has a high degree of concentration in areas of interest • Understands and uses various symbol systems • Is reflective about learning • Is enraptured by a specific subject • Has reading comprehension skills advanced for his or her age • Has advanced writing abilities for his or her age • Has strong artistic or musical abilities • Concentrates intensely for long periods of time, particularly in a specific area of interest • Is more aware, stimulated, and affected by surroundings • Experiences extreme positive or negative feelings • Experiences a strong physical reaction to emotion • Has a strong affective memory, re-living or re-feeling things long after the triggering eUses logic in arriving at common sense answers • Has a broad base of knowledge; a large quantity of information • Understands abstract ideas and complex concepts • Uses analogical thinking, problem solving, or reasoning • Observes relationships and sees connections • Finds and solves difficult and unusual problems • Understands principles, forms generalizations, and uses them in new situations • Wants to learn and is curious • Works conscientiously and has a high degree of concentration in areas of interest • Understands and uses various symbol systems • Is reflective about learning • Is enraptured by a specific subject • Has reading comprehension skills advanced for his or her age • Has advanced writing abilities for his or her age • Has strong artistic or musical abilities • Concentrates intensely for long periods of time, particularly in a specific area of interest • Is more aware, stimulated, and affected by surroundings • Experiences extreme positive or negative feelings • Experiences a strong physical reaction to emotion • Has a strong affective memory, re-living or re-feeling things long after the triggering eUses analogical thinking, problem solving, or reasoning • Observes relationships and sees connections • Finds and solves difficult and unusual problems • Understands principles, forms generalizations, and uses them in new situations • Wants to learn and is curious • Works conscientiously and has a high degree of concentration in areas of interest • Understands and uses various symbol systems • Is reflective about learning • Is enraptured by a specific subject • Has reading comprehension skills advanced for his or her age • Has advanced writing abilities for his or her age • Has strong artistic or musical abilities • Concentrates intensely for long periods of time, particularly in a specific area of interest • Is more aware, stimulated, and affected by surroundings • Experiences extreme positive or negative feelings • Experiences a strong physical reaction to emotion • Has a strong affective memory, re-living or re-feeling things long after the triggering euses them in new situations • Wants to learn and is curious • Works conscientiously and has a high degree of concentration in areas of interest • Understands and uses various symbol systems • Is reflective about learning • Is enraptured by a specific subject • Has reading comprehension skills advanced for his or her age • Has advanced writing abilities for his or her age • Has strong artistic or musical abilities • Concentrates intensely for long periods of time, particularly in a specific area of interest • Is more aware, stimulated, and affected by surroundings • Experiences extreme positive or negative feelings • Experiences a strong physical reaction to emotion • Has a strong affective memory, re-living or re-feeling things long after the triggering euses various symbol systems • Is reflective about learning • Is enraptured by a specific subject • Has reading comprehension skills advanced for his or her age • Has advanced writing abilities for his or her age • Has strong artistic or musical abilities • Concentrates intensely for long periods of time, particularly in a specific area of interest • Is more aware, stimulated, and affected by surroundings • Experiences extreme positive or negative feelings • Experiences a strong physical reaction to emotion • Has a strong affective memory, re-living or re-feeling things long after the triggering event

Uses explicitly constructed problems to help students generalize their problem - solving abilities

Because problems can't be solved using the same kind of thinking that created them, understanding, managing, and adapting to change require an ability to think in new ways.

These new policies will support teachers in using assessments to foster deeper learning among students, including the ability to master core academic content, think critically and solve complex problems, and communicate effectively.