Sentences with phrase «able students really»

Less able students really struggled with the language but enjoyed the story.

Not exact matches

We made a significant down payment, $ 2 billion to our colleges and universities to upgrade the facilities, upgrade the buildings, really create an environment for students and professors to succeed and be able to reach their potential.

«We like to see candidates who are able to identify why they're applying to our business school and who are able to showcase that they've researched really well, perhaps by speaking to current students or alumni.

The students described being able to witness the packaging machinery in action as «amazing» and «a really eye - opening experience that demonstrates what's involved in the creative process on a professional level.»

I have been able to meet some young students who I really admire, and then employ them in my own business at the golf course.

And it has become clear, at the same time, that the educators who are best able to engender noncognitive abilities in their students often do so without really «teaching» these capacities the way one might teach math or reading — indeed, they often do so without ever saying a word about them in the classroom.

However, there really is not enough information here (either in the original Chicago Tribune article, or in your interview) to be able to say whether this kind of program, which certainly is unique, could be replicated elsewhere, or even (as Chef Paul claims) scaled up to 8,000 students in an NSLP setting.

She says she is happy there is more money being focused on more vulnerable students, but even more so, that the district was able to take time and really look at the special education programs and priorities.

«The students really enjoy being able to use their skills and what they've learned in ceramics classes to make a positive difference in their community,» said Desirae Collins, the art teacher at HFCS who spearheads the school's involvement in Empty Bowls.

«I think what is incredibly important here in New York City and part of the work that I've been able to be part of in my district is really looking at social - emotional learning and mental - social well - being of students in schools and quite frankly the adults it serves,» he continued.

«I think it is very rare for a graduate student to have direct opportunity, so quickly out of graduate school, to see their research really be translated, able to help patients in a really, really, rapid way,» Kotterman says.

«We were able to show that the substrate was not really exposed even in the holes, but instead a thin layer is being built up essentially as a result of the deposition and crystallization processes there that apparently prevents short circuits,» explains doctoral student Claudia Hartmann.

But, I must admit that this month also marked some pretty awesome accomplishments — I won a small grant to push forward a Teaching & Learning initiative I've been trying to get off the ground, I was able to help my two new masters students submit their research proposals without their heads exploding, I got to collaborate with one of my very favorite vintage shops Word from the Bird, and finally started bringing to life a new dress that I've been creating in my head for months (which I'm really excited to make a reality).

One student, Jeremy, has written: «Sometimes dealing with frustration is really hard, but if you are able to handle it, that trouble can be a big help to you.»

With essential questions, teachers really have to be intentional about what they want the students to be able to do, and it has to be at the highest - level of learning.

«Not all the schools are able to have gardens, so we saw BOB as this really unique way to bring gardens to all of the students,» explained Erin Jackson, education director at Gallatin Valley Farm to School.

Adelman: I have been able to stay in touch with my students, which is really great.

Schools need to know that they're going to get this funding for five years so they can actually put some really good programs in place, and know they're going to be able to sustain it to see students through their years of schooling.

So it's about a perception that it can target those really basic needs — the literacy and numeracy skills that all students are going to need to be able to engage with all the other areas of the curriculum.

One of the headteachers involved with the programme said: «I was really surprised at how they were able to engage with our [PRU] students... the students genuinely seemed to engage, which we've not had with other providers.»

It is really critical that students are quite literate, I would venture to say that it's probably more critical in the 21st Century than it ever has been, because there's so much information available so easily and anybody can put anything on the internet, we all know that, anybody can put anything on the internet, it doesn't have to be true or not, nobody necessarily factchecks things, [so we need] students to be able to read things and read things intelligently enough to know whether they're true or not.

This is a game you can play with KS4 and very able KS3 students to really challenge their pattern spotting skills.

«In a typical class, only a couple students might be able to draw really well,» Blackstock says, recalling his own experience as the kid who could draw.

Do we really want to say that some students don't need to be able to keep learning beyond high school?

The great thing about Tier One, Two, and Three groups is that the teacher is with the students as they learn and is able to see if they really do understand the content.

While students might be able to get creative within those guidelines, it can be tough for them to really explore when the grade is on the line.

Of course, there's really no reason that anyone at all needs to be able to read the students» writing for it to be effective.

I like to make students look beyond the obvious connections and really question what they see in an image - this one works really well in giving students new ideas to explore for AO1 in asking of them what artists are doing in different ways and includes statements by the artists in terms of what the work is about for students to be able to demonstrate Informed responses.

This is so easy for students to explore David Hockney's joiners in a really fun and active way - because they are reasonably quick to do its feasible for students to be able to explore a set of these in a lesson and generate a body of work quickly.

«We know that we're in a world that is increasingly reliant on science and technology and it's really important for our students and our community to be able to engage with that in a meaningful way.»

So, there's a lot of anecdotal evidence in that our teachers now are really confident in being able to identify the student's next point of learning, their confidence in the content has improved, [and] the student perceptions around learning maths is more positive.

Some of the strategies I saw that were working really well was one teacher kept a list of all her students and she actually would text her students back and forth — she didn't have a lot of students on the remote side — she was able to quickly send texts to them on their phones and... watch it beep and sort of a call to attention and they're [students] able to just quietly and privately text back saying «no I'm a little bit confused, can you just clarify that question?».

For me, the time I'm now able to spend helping my students develop those skills is really exciting and feels really good.

«Students in high school who have always had the text in front of them initially find it hard not to be able to follow along, but they come to really enjoy it.

«[The curriculum rationale] requires students to be able to abstract a problem and be creative designers and developers of digital solutions, rather than consumers, I think that's really important.

The fact that we can tailor the resource for each class, or even to specific individuals, means that every student is able to benefit, and really learn from the tasks we're setting.

After reading the book to elementary students throughout the semester, I was able to breathe a sigh of relief after seeing how the book really seems able to fit in the classroom.

«Using this prize money, the club will be able to buy some much - needed supplies, such as more gardening tools and equipment and hopefully a small shed, that will really help the school continue to teach our green - fingered students more about healthy eating and sustainable living.

«Now, I feel like a project really works when I start with the standards and incorporate aspects that I know the students will be able to use to learn the standards.»

Once in the country (represented by a 36 - hexagon map), students are able buy property, run businesses, participate in a government, develop resources and industries, and really anything else they can imagine.

The P.E. facilities at Guildford County limit us in terms of what we are able to offer our most able students, whilst catered for well in lessons by differentiation of task or outcome, rarely are we able to take them all together and really challenge what they can do or what they know.

To be able to ensure that the students get those skills and that you achieve the aims of the curriculum, you need to have a really good knowledge and know where in particular you're addressing that.

«If you really challenge students and support them in that challenge,» says Bycznski, «they're able to accomplish pretty much anything.»

«The teachers and students regularly change how the classroom and common areas are set up, which is great, because the flexible nature of the furniture, being able to move it around to different types of seating to suit the lesson, is really good for a nice change,» Fuller says.

«And so the point is, all the students are engaged in the same activity, but the teacher has found a way of differentiating to stretch the really able ones without marginalising and ghettoising, if you like, the lower achieving students.»

«The students really appreciate being able to move around, and they watch in amazement as some of their peers choose and justify their — to them — bizarre selections,» she told Education World.

Frances O'Neill of Global Treasure Apps, «This is the first time we have worked with P6 / 7 pupils our usual cohort are secondary pupils and college students, we are really impressed at the level of pupils engagement and the ease in which they were able to transform from passive players of digital treasure trails to active participants in treasure trail creation, we hope the next stage of the project will involve the pupils further sharing their work by creating a social media campaign to promote their fantastic town trails.»

«What's really interesting is the way that they would then operationalise that — the groups would be working on these different ways and the teacher might then differentiate by going to a group of highly able students and saying «one of these methods involves completing the trapezium into a triangle, and using the properties of similar triangles to subtract the area of the smaller triangle off the area of the larger triangle.

However, they find that they get much better student results, they see more student growth when they're able to really dig in and say «what is it that my students are struggling with?».

There is a real «buzz» here with teachers talking about possibilities for flipping content, lessons and classes.The conversation around pedagogy and student engagement was really important and we are so excited about all of the tools that you showed us as we were able to implement them in our classes straight away.We have even flipped our professional learning sessions for staff!