Sentences with phrase «allow space for students»

The artist states, «I hope I don't «teach» anyone anything but introduce multiple perspectives and allow space for students and the public to make decisions for themselves.»

Because racially charged statements may be upsetting, particularly to Latino and Muslim young people, it's also important to allow space for students to express their reactions.

It allows space for students to recognize that they have control over their own learning and that the mastery of your course's skills and content relates directly to their grades — something that is not always as obvious as it may seem to us.

Not exact matches

We were lucky enough to fund our makerspace with grant money, and we passed that model on by allowing students to write mini-grants to us for projects that they wanted to complete in the space.

So generally, this approach leaves more space for students» creativity and allows to dive deeper into subjects.

Prompts can shape discussion and spaces provided allow for quick notes to be made and handed to students before they break up for the holiday.

I discovered that if you want to create a class experience online, you need to purchase something like Wimba / Elluminate that allows you to create a collaborative space online for students to meet with teachers.

«By adding square footage to HGSE's main campus for the first time since 1972, we have the opportunity to add flexible learning spaces that will benefit our students and faculty, open up collaborative new work spaces that will bring more of our community together under the same roof, and complete much - needed upgrades that will allow the historic Longfellow building to remain the centerpiece of this campus for many years to come.»

However, so often the learning allowed to take place within schools doesn't give time or space for students to simply think: to contemplate what they are learning, what it may mean and why.

Space within the school grounds set aside for construction projects like this will allow students to experience some practical learning as they use their design and build skills.

If students call for their campus to be a safe space — a place where racist, sexist, and any kind of discriminatory words and actions are not tolerated — are they infringing on the First Amendment rights of other students, faculty, and staff to say and do as they are legally allowed?

Collaborative learning spaces would allow for the cultivation of winning innovations and could also be open to small local startups willing to interface with university faculty, staff and students in return for university - sponsored workspace.

Despite long waiting lists and well - documented academic gains for Success students, leaders are in a near - constant battle with city education officials for the space in under - utilized public - school buildings that will allow their programs to continue to grow.

HGSE Longfellow Renovation Receives LEED Platinum Certification Harvard Gazette, 6/6/16» «This new energy efficient, healthy space will enhance productivity and improve the experience for our students, faculty, and staff by allowing for better collaboration and connection,» says Chief of Operations Jason Carlson, noting that this is HGSE's third platinum project and fifth certification.»

Working in tandem with flexible, personalized learning spaces, creating flexible, personalized schedules that are more fluid and allow students to learn through many modalities, at their own pace, and with lots of opportunities for support, requires a new approach to organizing time.

In larger schools, students and teachers will need to share spaces, requiring new ways of thinking about scheduling and coordination, not to mention allowing for more freedom of movement for students.

Just like in games, we need to reward our students for their best work and give them multiple formative assessments that allow them to try and fail in a safe space, where mastery is truly valued.

Locate the program inside the former 35th Street Elementary School, which is well suited to serve our youngest learners; it would share a separate and distinct space in the same building with Assata, an MPS partnership school; this is a model that has been used in the past and allows for improved achievement and better student and family engagement and support at both schools.

If there are more interested students and families than space allows, a lottery is conducted for admission each spring.

This will benefit our classroom by helping provide storage for our students which will allow for more work and think space on their table tops.

The online format was a space for the teachers to explore and vent about topics they found uncomfortable, allowing opportunities to move beyond the discomfort, to move forward into lesson ideas for safe, responsible pathways to examine culturally sensitive topics with students.

The learning space allows for differentiated learning where students can work individually or in groups to meet outcomes relevant to the designated curriculum.

We created space in our instructional calendar for a team of teachers to have the same students, which allowed all students to engage in an interdisciplinary unit.

I think if we allowed spaces where it allows for more free interaction between the educator and student so it's not all curriculum, all the time.

I find that one - on - one conferring in all areas allows space for short, immediately actionable feedback loops that allow students to develop a growth mindset.

In fact, teacher tenure has served as an important protection to allow teachers to advocate for students — especially with regard to maintaining manageable class sizes, safe instructional spaces, the needs of students who are English Language Learners and Students with Disabstudents — especially with regard to maintaining manageable class sizes, safe instructional spaces, the needs of students who are English Language Learners and Students with Disabstudents who are English Language Learners and Students with DisabStudents with Disabilities.

Give educators the space to teach and assess students in ways that support learning, and allow for an expansion, rather than the narrowing of their educational experience.

The district has announced eleven new co-locations for the fall of 2013 that will allow CPS to more efficiently use existing space to provide options to students and families and relocate students from low quality buildings.

This innovation brief from Next Generation Learning Challenges (NGLC) focuses on Summit Public Schools» co-development of Activate Instruction — a free, open, online site for curricula that integrates assessments, in conjunction with Illuminate Education and ShowEvidence, to allow students to progress at their own pace in one, integrated space.

Educators should be fostering this type of environment by posing interesting problems and asking lots of questions, encouraging students to ask lots of questions and pose their own problems and then allowing time and space for divergent and flexible thinking.

The space between desks is enough to accommodate access and allows for the safe storage of student belongings.

Only four of the 20 voucher programs and both operational ESA programs required private voucher schools to accept all students with vouchers (if there was space); the other programs allowed private schools to deny students for admission for a variety of reasons including disciplinary history, academic achievement, and religious affiliation.

Programs like the Learning Spaces Resource Program allows for ongoing learning space experimentation and provides opportunities for feedback from both faculty and students, which can inform longer term plans when funding becomes available.

Art Basel Miami Beach, with GAVLAK Los Angeles / Palm Beach, Miami, FL (catalogue) Ten Year Anniversary Show, Gavlak, Palm Beach, FL and Los Angeles, CA Re (a) d, curated by Ryan Steadman, Nathalie Karg Gallery, New York, NY The Valentine's Day Cardiovascular, Geoffrey Young Gallery, Great Barrington, MA Puente, KINMAN, London, UK 2014 The Go Between: Selections from the Ernesto Esposito Collection, Museo di Capodimonte, Naples, Italy Art Basel Miami Beach, Gavlak booth, Miami Beach, FL 100 Painters of Tomorrow: New York Exhibition, One Art Space, New York, NY Inaugural Exhibition, Gavlak, Los Angeles, CA The Armory Show, Gavlak Booth, Pier 94, New York NY Painting: A Love Story, Contemporary Arts Museum Houston, Houston, TX (catalogue) 2013 Art Basel Miami Beach, Gavlak Booth, Miami Beach, FL (catalogue) This is the Story of America, Brand New Gallery, Milan, Italy Rema Hort Mann Foundation LA Arts Initiative Auction, Hannah Hoffman Gallery, Los Angeles, CA Acid Summer, Curated by Matthew Craven, DCKT Contemporary, New York, NY All Fucking Summer, Gavlak, Palm Beach, FL Whitney Museum Art Party Benefit Auction, Whitney Museum of American Art, New York, NY MiArt2013, Gavlak Booth, Milan, Italy The Armory Show, Focus: USA, Gavlak Booth # 908, New York, NY (catalogue) Art Rotterdam, Office Baroque Gallery, Rotterdam, Netherlands My Echo, My Shadow, Gavlak, Palm Beach, FL 39 Great Jones, Galerie Eva Presenhuber, Zurich (catalogue) 239 Days, School of Visual Arts MFA Alumni Show, Allegra LaViola Gallery, New York, NY 2012 News From Chicago and New York City, Curated by Henning Strassburger, Fiebach Minninger, Cologne, Germany Time, After Time, Curated by ARTNESIA, Ronchini Gallery, London, UK (catalogue) SUNY New Paltz Alumni Show, Dosky Projects, Long Island City, NY What's the Point, Jen Bekman Gallery, New York, NY It's a Small, Small World, Curated by Marilyn Minter and Organized by Hennessy Youngman, Family Business, New York, NY The Virgins Show, Curated by Marilyn Minter, Family Business, New York, NY Just the Tip, SVA MFA Fine Arts Thesis Exhibition, Organized in Collaboration with Mike Egan, Visual Arts Gallery, New York, NY (catalogue) 2011 MFA Fine Arts Fall Open Studios, School of Visual Arts, New York, NY Sentimental Education, Gavlak, Palm Beach, FL Things Fall Apart, Curated by Asya Geisberg, Visual Arts Gallery, New York, NY Abstract Means, Curated by Richard Brooks, Visual Arts Gallery, New York, NY MFA Fine Arts Spring Open Studios, School of Visual Arts, New York, NY Celebrating 15 Years: Young Artists at Heckscher, Heckscher Museum of Art, Huntington, NY College Art Association New York MFA Exhibition, Hunter College / Times Square Gallery, New York, NY Vuu Collective W / S 2011 Show, K&K Gallery, Brooklyn, NY 2010 MFA Fine Arts Winter Open Studios, School of Visual Arts, New York, NY Emerge to be Seen, Westside Gallery, New York, NY Marks That Matter, Juried by Gillian Jagger, Muroff Kotler Visual Arts Gallery, SUNY Ulster, Stone Ridge, NY The New, Art (That Matters), Oyster Bay, NY New York Art & Culture Exhibition Series, Albany International Airport, Albany, NY 2009 No Girls Allowed: BFA Thesis Exhibition, Samuel Dorsky Museum of Art, SUNY New Paltz, New Paltz, NY Best of Show: 2009 Best of SUNY Exhibition, State University Plaza, Albany, NY 2008 Crit 3: Work from Students and Alumni of SUNY New Paltz, Curated by Kathy Goodell, Spencertown Art Gallery, Spencertown, NY Somewhere I Have Never Traveled, Smiley Art Gallery, New Paltz, NY Three, Smiley Art Gallery, New Paltz, NY SPECIAL PROJECTS 2013 Shinola x Andrew Brischler, Installation & Capsule Collection, Tribeca Flagship Store, New York, NY Converse Footwear for Publicolor, organized by Grey Area COLLECTIONS Norton Museum of Art, West Palm Beach, FL AWARDS AND HONORS 2015 Painting Fellowship, New York Foundation for the Arts

For the first two years Students are placed in an Atelier setting, where they are given a space which allows them to explore and immerse themselves in their main area of study.

25Live Scheduler allows Cooper Union faculty, staff and students to request spaces for use at the various buildings operated by The Cooper Union.

The Queens Museum staff makes themselves available to introduce SPQ students to the nuances of Queens and Corona, suggest relevant community partners with which to collaborate, provide advice on permitting and other logistics, make relevant introductions to municipal agencies and elected officials, as well book museum space for larger collaborative meetings, public events, workshops, or happenings, as the museum's schedule and technical capacity allows.

This flexibility is ideal for a student gathering space, allowing every activity from lectures and parties to performances and movie screenings.

Next comes Terri Enns and Monte Smith's article, entitled, «Take a (Cognitive) Load Off: Creating Space to Allow First - Year Legal Writing Students to Focus on Analytical and Writing Processes,» in which Terri and Monte encourage us to focus the students» attention away from the documents they write — the products — and focus on writing and analysis — the processes.8 Terri and Monte's article provide us with a discussion of the cognitive blocks that «impede -LSB--RSB- first - year law students» ability to learn analytical and writing processes at the same time that the students are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing tasksStudents to Focus on Analytical and Writing Processes,» in which Terri and Monte encourage us to focus the students» attention away from the documents they write — the products — and focus on writing and analysis — the processes.8 Terri and Monte's article provide us with a discussion of the cognitive blocks that «impede -LSB--RSB- first - year law students» ability to learn analytical and writing processes at the same time that the students are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing tasksstudents» attention away from the documents they write — the products — and focus on writing and analysis — the processes.8 Terri and Monte's article provide us with a discussion of the cognitive blocks that «impede -LSB--RSB- first - year law students» ability to learn analytical and writing processes at the same time that the students are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing tasksstudents» ability to learn analytical and writing processes at the same time that the students are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing tasksstudents are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing tasksstudents in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing tasksstudents» ability to transfer their new knowledge to new analysis and writing tasks.»

Good parking space perks include being close to class, school entrance (or exit) and for schools that allow their students to leave during lunch, your parking lot can afford you a few extra minutes if you choose your spot location for that reason.

If you are providing the Pre-License Classroom training, the classroom space must be at at least 150 square feet on top of the office space; this space allows for 10 students maximum — each additional student requires 15 more square feet, to a maximum of 36 students.

In order for our refugee students to thrive, they'll need the extra social supports from peers and adults who can empathize with their journey, and a school community that values their strengths, honors their stories, and allows for the space to move beyond those narratives.

We highlight: (a) purposefully and systematically encouraging activities inside and outside of the classroom that allow students to make choices, exchange points of view, solve problems and make value based decisions; (b) creating time and space within schools for students to act freely and responsibly; (c) when evaluating student learning, valorizing work arising from students» free initiative, and encouraging their positive actions within the school and the community (Martins et al., 2017, p. 18).