Sentences with phrase «analytical ability of students»

Not exact matches

Studying the humanities offers students «mental empowerment» so that they can go forward in life armed with «a sense of social responsibility» and «intellectual and practical skills that span all areas of study, such as communication, analytical and problem - solving skills, and a demonstrated ability to apply knowledge and skills in real - world settings.»

In our new aims of education for the 1980's and beyond, therefore, we shall have to dedicate ourselves to bringing back, among other things, the civilized use of language (both written and oral), a sensitivity to beauty, powers of analytical reasoning, the intellectual vision of ourselves as historical creatures, the ability to cognitively articulate ideas rather than let communication skills courses degenerate into merely «touchie - feelie» experiences of «affirming the other,» and finally, a sensitivity to the nuances, complexities, and ambiguities of meanings.7 In this way, and only in this way, our educational system will equip its students for the future with an intellectual vision comprised of both knowledge and foresightful adaptability to environmental changes.

Coding in the classroom is linked to improved problem solving and analytical reasoning, and students who develop a mastery of coding have a «natural ability and drive to construct, hypothesize, explore, experiment, evaluate, and draw conclusions.»

The teacher input can vary depending on age and ability, but there is scope to delve deeper into the relationship between Atman and Brahman and Moksha and A-level students tend to give much more analytical answers when reflecting on their experience of the meditation.

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

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

Students will have an opportunity to display academic ability across a variety of contexts, and assessments can use material from science, art, and history courses to judge the development of broader analytical skills.

One from the University of Richmond concluded that increasing class size to 30 students to 45 had a negative impact on the amount of critical and analytical thinking required in business classes, on the clarity of presentations, the effectiveness of teaching methods, the instructor's ability to keep students interested, and the timeliness of feedback, among many other key factors of educational quality.

Summer details Summer associate profile: Schiff Hardin recruits law students who have a record of leadership and achievement in school, work, and extracurricular and community activities; strong analytical, interpersonal and communication skills; the ability to work independently and on a team; and the drive to gain experience and succeed in a client - service business.

As Katrina Lee has argued, having students summarize their research findings or distill the argument from a longer memo or brief into a short email can help the students sharpen their analytical abilities, which students can then apply back to the more complex writing project.51 More specifically, Lee suggests that the «freer, more liberated» process of writing emails «may offer benefits to students» learning process similar to that of free writing and oral presentation.»

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.»

The University of Southern California Gould School of Law cultivates analytical ability, ethical values and a spirit of collegiality that prepare our students for meaningful careers benefiting society.

Seeking the position of a math teacher in XYZ High School where my exceptional ability to impact mathematical knowledge, patience in carrying students along, create lesson plan and curriculum appropriate for the class, create periodic tests that brings out the analytical genius out of students and prepare them for entry examination into colleges as remarked by my past employers and students will be employed.

OBJECTIVE: Seeking to be a math teacher in XYZ High School where my exceptional ability to impact mathematical knowledge through excellent communication skills, patience in carrying students along, create lesson plan and curriculum appropriate for the class, create periodic tests that bring out the analytical geniuses of students and prepare them for entry examination into colleges as remarked by my past employers and students will be employed.

Only individuals with exceptional ability to impact mathematical knowledge and bring out the analytical geniuses of students are usually considered for the position.

¥ Vast knowledge of engineering concepts ¥ Ability to work within departmental guidelines ¥ Strong ability to interact with students and colleagues ¥ Outstanding analytical and critical thinking skills ¥ Excellent interpersonal skills ¥ Very good time management abAbility to work within departmental guidelines ¥ Strong ability to interact with students and colleagues ¥ Outstanding analytical and critical thinking skills ¥ Excellent interpersonal skills ¥ Very good time management abability to interact with students and colleagues ¥ Outstanding analytical and critical thinking skills ¥ Excellent interpersonal skills ¥ Very good time management abilities