Sentences with phrase «based curriculum do»

The strengths of a technology - based curriculum don't stop there.

Not exact matches

But they don't leave it there — they want to set laws based upon their religious beliefs, set school curricula based upon their religious beliefs, have their religious prayers in public meetings, put their religious texts on public buildings, etc..

But only in the Latin West did science find a self - governing home base where the «ready - made curriculum» in the translations could be taught.

«To have a totally based curriculum of online classes, it's something we don't do,» says an FBS head coach, whose program has not offered scholarships to Eastern Christian players.

Based on our educational curriculum and theme of the month, moms and kids will do a craft together, enjoy parachute and circle time, and have some free play time to socialize.

Now she attends a kindergarten that we chose because testing does not drive the curriculum, the kids get three recesses a day, and the philosophy encompasses both project - based learning and social - emotional awareness.

Since its our summer holiday and we have finished our homeschool curriculum, I have taken some time to do some more structured learning activities with my preschoolers in the form of lapooks, based on stories that we read together.

Set detailed minimum training standards on infant feeding for doctors, nurses and dieticians, based on Unicef UK Baby Friendly Initiative curriculum o Do not approve CPD from commercially sponsored education

No we don't have one, so if we don't have the standards you can't develop a curriculum because the curriculum should achieve the standards, if you don't have a curriculum you can't have the syllabus and you can't even have such learning and teaching materials out of that syllabus to satisfy the curriculum, so how then are we accessing the kids based upon what?

For example, because there would be such a large gap between the final clinical years and the beginning of medical school, I did not think that a traditional, purely didactic curriculum would be as useful as those that also included a problem - based learning aspect.

Without the fact that it is based in some part from a real - life teacher's curriculum, perhaps it would be dismissed as hogwash, but the diaries do exist, and anyone can view the results for themselves.

She quickly begins to remove professors loyal to Dumbledore and changes the curriculum to a theory only based structure (all done basically to stifle the notion of Voldemort's return).

Three groups were compared: a control group that completed the normal classroom - based instruction, a group that did the same curriculum supplemented with short (1 - 2 minutes) videos, and a group that completed instruction supplemented with longer (10 - 18 minutes) videos.

My colleagues ask me how do I possibly find time in a curriculum for project - based learning when there are so many concepts to cover, so much curriculum to cover, and pressure to get students ready for high - stakes tests — these standardized state tests, for example.

Having personally spent some time in Louisiana recently studying the curriculum - based reforms engineered under state superintendent John White gives me confidence that Weiner and Pimental have done an equally fine job reporting on the Washington, D.C., and West Virginia case studies.

When you start out embedding making in the curriculum, it is essential to share with teachers the relevance of making as problem solving and the importance of process so that they don't end up with glitter catapult assignments or extra crafty English language arts assignments that turn out more like craft experiments than true project - based learning.

Schools who are keeping back some budget for the new curriculum announcements in 2014 should remember that to date, every prouncement made by Rt Hon Michael Gove has been based on the foundations of «freedom» for schools to do what they see is best for their individual students.

The Spokane (Washington) Public Schools, along with many other school districts, has made a living embracing this simple concept: If we assess our students beforehand, create a common curriculum based upon what the students need to have, then teach that curriculum and fill in what the students don't have, and then assess the students again to be sure they got it, we'll probably be okay.

Which primary sources do you consider most valuable when developing a curriculum based around the Civil War?

As the ninth grade humanities teacher of a completely project - based curriculum called MPX at Mid-Pacific Institute in Honolulu, I always have more student project work than I do display space.

Since we group our students (on the basis of their exhibited performance) into three Divisions, each with an approximately two - year curriculum designed by our teachers, the state's pattern of testing 8th and 10th graders (a designation we don't make, on philosophical grounds) is especially hard on our students.

Nevertheless, studies have found that, after controlling for the size and structure of the school and the social background of its students, schools in provinces with external exams taught their students a statistically significant one - half of a U.S. grade - level equivalent more math and science by 8th grade than comparable schools in provinces that did not give curriculum - based external tests.

So while schools are given this increased level of flexibility, they do have to plan the school's curriculum for mathematics on a year - by - year basis and record this online.

Look at it this way: your teaching every year is like a narrative, and... if the A-story is the standards - based content, then the B - story is the tween - based content, and there is a huge difference between a middle - school classroom run by a teacher who takes on this added curriculum and a middle - school classroom that doesn't.

Building on earlier work done by the Academic Cabinet, a faculty committee, Lagemann made the development of a case - based core curriculum one of her first priorities as dean.

Given what we know about learning, why don't schools look more like California's High Tech High, with its emphasis on project - based team problem solving and the relevance of curricula that cross traditional content domains?

First and most obvious, we've organized the entire, massive K — 12 system around an age - based, grade - level, 180 - days - per - year calendar; around mostly self - contained and generally low - tech classrooms; and around a pedagogical model centered on a single teacher teaching a uniform curriculum to twenty to thirty children for a prescribed amount of time each day, children who don't have much in common except that they're more or less the same age and (usually) live in pretty much the same community.

She says it was important to do that within the context of the International Baccalaureate Primary Years Programme (PYP), which AIS bases its curriculum framework on.

Guest blogger Karin Nolan, professor, author and lifelong music educator, assures teachers that they don't have to be musicians to successfully integrate music into a standards - based curriculum.

Outcomes Based Education (OBE), as promoted by Spady (1994), is focused on specifying what students should be able to do at the end of a given period of instruction — for example, an educational course or a traditional year - level curriculum.

Further, our findings do not touch upon the substantive merits of a CCSS - based curriculum that is the focus of so much public discussion.

Not only does the law require that districts use curricula that rely on «scientifically - based reading research,» a phrase, defined at length that appears 25 times in the statute; it further instructs the Department of Education to assist and hold states accountable in meeting this rigorous requirement.

Many of the requests for help we receive come from group travel leaders preparing to take visits that did not include outdoor and adventurous activities, but were typically curriculum - based tours, such as history and modern language residentials or concert tours.

I mean, there are things that teachers are coping with — changes in curriculum, uses of technology, all those sorts of things, on a daily basis, and doing a magnificent job.

Importantly, through project - based learning, creative educators are relating curricula to students» lives, so their students never ask the most frequently asked question in most schools: «Why do we need to learn this?»

Vicky, it looks like a differentiated classroom, doing productive learning activity, based around learning progressions (curriculum) that are selected by the teacher based on solid data that reflects students» current abilities.

It covers the following National Curriculum learning objectives: - develop pleasure in reading, motivation to read, vocabulary and understanding by: listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently - becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales - drawing on what they already know or on background information and vocabulary provided by the teacher - making inferences on the basis of what is being said and done - answering and asking questions - predicting what might happen on the basis of what has been read so far - using dictionaries to check the meaning of words that they have read - checking that the text makes sense to them, discussing their understanding, and explaining the meaning of words in context

Yes, we might be doing project - based learning, or creating schoolwide rubrics for these skills, but they may or may not be intentional in terms of a vertical journey and articulation of curriculum.

«I feel that a test based on a different curriculum does not make a... read more

The New York Times Learning Network provides lessons «across the curriculum based on New York Times content,» and since the paper publishes «everything that's fit to print,» its lesson plans truly do span quite an array of topics.

Since curriculum - based exams assess student performance in specific courses, the teachers of those courses (or course sequences) will inevitably feel responsible for how well their students do on the exams.

My analysis of data collected by the 1995 Third International Mathematics and Science Study (TIMSS) of students in 40 countries shows that curriculum - based exit exams do raise achievement.

Those high - performing schools did things like «set measurable goals on standards based tests and benchmark tests across all proficiency levels, grades, and subjects»; create school missions that were «future oriented,» with curricula and instruction designed to prepare students to succeed in a rigorous high - school curriculum; include improvement of student outcomes «as part of the evaluation of the superintendent, the principal, and the teachers»; and communicate to parents and students «their responsibility as well for student learning, including parent contracts, turning in homework, attending class, and asking for help when needed.»

The school does not grade or assess students according to a competency - based model and does not allow students to move through the curriculum at a flexible pace.

No amount of strategic planning or performance evaluation or project - based curricula can succeed in a school where kids don't feel good about themselves, their class, or schoolmates, where their teachers just punch a timesheet rather than inspire in their students a hunger for intellectualism and learning, where parents feel disconnected or unwelcome.

☐ Is overseen by an elected school board ☐ Submits to a financial audit on a regular basis ☐ Follows state class - size mandates ☐ Adheres to health, safety, and civil rights laws ☐ Teaches a curriculum aligned to state standards ☐ Is a brick - and - mortar school (not an online one) ☐ Doesn't teach religion ☐ Is in session at least six hours a day, 180 days a year ☐ Follows state teacher - pay guidelines ☐ Participates in annual assessments ☐ Has at least one librarian, nurse, and counselor ☐ Does not practice selective admissions ☐ Demonstrates at least minimal growth in student achievement ☐ Employs unionized teachers ☐ Keeps student suspensions to a minimal level

How do curriculum - based exams influence school policies and instructional practices?

Critics, including many teachers unions and some policy experts, say the method is based on flawed tests that don't measure the more intangible benefits of good teaching and lead to a narrow curriculum.

Although teachers are not formally required to implement these lessons, they do have to adhere to a lesson - design format that requires them to target district curriculum objectives, to integrate computer - based learning activities into every lesson, and to engage students in small group and independent learning activities.

So BASIS does provide an extremely rigorous curriculum.