Sentences with phrase «academic content through»

Teachers teach core academic content through well - proven active learning strategies (cooperative learning strategies, project learning, group inquiry, research, composition projects, debates, team performance and peer assessment.)

Present academic content through a variety of instructional strategies to reach all learners.

It's how you deliver academic content through a social - emotional lens,» she said.

High Tech teachers find ways to collaborate and integrate vocational and academic content through projects that span multiple disciplines.

Not exact matches

It illustrates that people are hungry for an alternative to the status quo where content is increasingly brought through computers rather than teachers, academic learning is being pushed down to younger and younger children, and the focus in the classroom is «teaching to the test.»

Some nations restrict access to digital content, and authoritarian governments spy on intellectuals through the Web, gathering information to intimidate and imprison academics.

This finding suggests that the causal mechanism is likely to operate through actual exposure to university life, rather than through academic course content.

Through the eLearning approach which is globally transforming the academic culture, students are able to grasp course content quickly enabling them to get the most out of their learning development and potential.

My Power Point presentations are designed specifically to meet the academic demands of the Eduqas GCE Business course and will enable you to deliver specification specific content through the use of high quality, well presented and researched notes plus summary revision questions, calculation practice questions, and essay practice all supplied with suggested answers.

It has two columns: One side is content in academic language given to students by their teachers, and the other side is a translation of that text or concept in a student's own words — or sometimes shown through a student - created image.

Instead, teachers must be provided, through any means possible, with the necessary academic content, pedagogical principles, and knowledge of learner characteristics.

Yes, a lot of the technical stuff of learning facts and figures — the actual academic content delivery and assessment — can occur through a software program.

HTH — with its emphasis on integrating academic and technical education through project - based learning — attracts a number of people like Duffy with «deep content knowledge who had very successful academic careers and wanted to work in an urban school at a time of profound teacher shortage,» says founding principal Larry Rosenstock.

Through the eLearning approach which is globally transforming the academic culture, students are able to grasp course content quickly enabling...

Differentiation can be addressed by readiness based on academic support needs, interests where applicable to the content (this could be difficult with truly abstract concepts), and / or learning profile through a variety of different product formats.

The CALS construct is defined as a constellation of the high - utility language skills that correspond to linguistic features prevalent in oral and written academic discourse across school content areas and that are infrequent in colloquial conversations (e.g., knowledge of logical connectives, such as nevertheless, consequently; knowledge of structures that pack dense information, such as nominalizations or embedded clauses; knowledge of structures for organizing argumentative texts) Over the last years, as part of the Catalyzing Comprehension Through Discussion Debate project funded by IES to the Strategic Educational Research Partnership, Dr. Paola Uccelli and her research team have produced a research - based, theoretically - grounded, and psychometrically robust instrument to measure core academic language skills (CALS - I) for students in grades 4 - 8.

By middle school, academic outcomes in multiple content areas are inexorably dependent upon students» ability to independently learn from text and express what they know through text.

Students learn «independent of time and place» through online courses, and content mastery is then assessed to provide «degrees and other credentials that are credible to both academic institutions and employers.»

candidates Brian Barnes and Dorian Burton were named finalists by Echoing Green for the Black Male Achievement Fellowship for their work in public service and civic engagement through TandemED, a nonprofit that helps equip communities to self - design educational content that will instill young black men with purpose and increase their academic achievement.

Risk simply assumed that gaining an academic skill, such as reading, is independent of the curricular content through which the skill is taught.

Second, scaling the state's vision of personalized competency - based education will require new academic tools and processes that arm teachers and students with real - time feedback and enable students to move through content at a flexible pace.

Title I provides financial assistance through SEAs to LEAs and public schools with high numbers or percentages of poor children to help ensure that all children meet challenging state academic content and student academic achievement standards.

This state - administered, federally funded program provides five - year grant funding to establish or expand before - and after - school programs that provide disadvantaged kindergarten through twelfth - grade students (particularly students who attend schools in need of improvement) with academic enrichment opportunities and supportive services to help the students meet state and local standards in core content areas.

The mission of Archway Classical is to develop the academic potential and virtuous character in each student through the use of a content - rich, rigorous curriculum, with a special emphasis on the cultural heritage of the Western Civilization.

Both educators and the public are beginning to better understand that success for our students, beyond high school and through college and careers, means that teaching and learning must focus on more than just core academic content — and that students do not gain social and emotional competencies at the expense of rigorous academics.

TIMA guides students in the development of character and academic potential through a rigorous, content - rich, hands - on project - based curriculum.

As students work through these standards - aligned lessons, they develop reading strategies while also building content - area knowledge and academic vocabulary.

Prepare students for a wide range of careers through rigorous, relevant curricula that integrate content knowledge, academic skills, technical skills, employability skills, workplace competencies, hands - on applications, and project - based learning.

Engaged Classrooms 2015 Open Enrollment Summer Institute Through this highly interactive Engaged Classrooms Institute, middle and high school educators will take a deep dive to explore engagement conditions and research based strategies resulting in classrooms that support healthy relationships, inspire students to invest in their learning, and support students to tackle the heightened demands of complex academic content...

Through this highly interactive Engaged Classrooms Institute, middle and high school educators will take a deep dive to explore engagement conditions and research based strategies resulting in classrooms that support healthy relationships, inspire students to invest in their learning, and support students to tackle the heightened demands of complex academic content and social experiences.

As students become proficient in basic academic skills by fifth grade, the sixth through eighth grade academic program provides students with more challenging skills and a more content - rich curriculum.

Deeper Learning — Students demonstrate knowledge through six competencies: mastering core academic content, thinking critically and solving complex problems, working collaboratively, communicating effectively, learning how to learn, and developing academic mindsets

From a walking field trip through the local community in Group One to a week - long French immersion experience for Group Eight in Quebec, each trip is planned to enrich and deepen the students» understanding of the academic content.

A school - based teacher preparation program in which a prospective teacher, for not less than one academic year, teaches alongside an effective teacher, as determined by the state or local educational agency, who is the teacher of record for the classroom, receives concurrent instruction during the year, through courses that may be taught by local educational agency personnel or by faculty of the teacher preparation program; and in the teaching of the content area in which the teacher will become certified or licensed; and acquires effective teaching skills, as demonstrated through completion of a residency program, or other measure determined by the state, which may include a teacher performance assessment.»

Wolk lists four common practices in public schools: holding all students to the same high content standards; moving students sequentially through a common, rigorous curriculum organized into academic silos; giving students little say in their own education; and requiring them to take many standardized tests.

These deeper learning and academic skills are developed through small group learning, 1:1 teacher time, collaborative group work, teacher created content and playlists and adaptive software programs.

The new survey from EdVoice, titled «Student Progress Ignored,» analyzed teacher evaluation data from evaluation forms, directories, personnel handbooks, district - adopted student academic content standards, and collective bargaining agreements — all obtained through public records requests.

These schools, one elementary and one secondary, have seen significant improvement in the performance of their English learners through the use of the SIOP Model of instruction, an approach that addresses both academic language development and access to content.

We improve the English language proficiency of the teachers through preparatory teacher training that takes place at the beginning of each academic year to improve proficiency as well as through ongoing monthly content - based teacher training to improve pedagogy.

The program, operated by the Grandview R2 School District, provides a full range of virtual courses to engage students and promote academic success through multimedia features, virtual labs, embedded educational games, and dynamic content.

Through rigorous bilingual academic content, structured yet nurturing classroom environments, and a wide range of after - school and extracurricular programs, DC Bilingual is creating well - rounded global leaders who will impact the world for decades to come.

This in turn requires instructional changes, or «shifts», at all grade levels, among them: building content knowledge through content - rich nonfiction; reading, writing and speaking grounded in evidence from text; and regular practice with complex text and its academic language.

Competency - based learning: Seat time requirements are waived in full or in part; students progress through school as they demonstrate mastery of academic content areas.

CAREER - TECHNICAL EDUCATION Technical training that is embedded through a sequence of classes and integrated with academic content standards, aligned with career opportunities in a variety of high - need, high - skill occupations, including opportunities for stackable certificates, credentials, or degrees, where relevant.

Further, our integrated approach to learning enhances projects and academic exploration not only because teachers can weave in content from one subject to the other to foster connections between them, but also because students, as unique learners, can access natural cognitive processes through these activities.

«The CMT assesses approximately 250,000 students on their application of skills and knowledge in the academic content areas of mathematics, reading and writing in Grades 3 through 8, and science in Grades 5 and 8.

He served the Charlotte Mecklenburg School system as Earth Science Academic Content Coach from 2005 through 2007.

English learners need intentional and ongoing support to successfully learn academic content and skills through English while developing proficiency in English.

This integrated learning enhances projects and academic exploration not only because teachers can weave in content from one subject to the other to foster connections between them, but also because students, as unique learners, can access natural cognitive processes through these activities.

Teaching values through the curriculum: Using the ethically rich content of academic subjects as vehicles for values teaching.