Sentences with phrase «building knowledge of the world»

Though I knew then that reading aloud wasn't just a time - filler or something to do when students were cooling down after physical activity, now I know that my students were developing new vocabulary and building knowledge of the world as I whisked them away to exciting new places and helped them undergo new experiences and adventures.

Especially in high - poverty elementary schools, we waste precious years by giving kids a steady diet of reading and math rather than building their knowledge of the world by immersing them in history, science, and the arts.

Not exact matches

Investing for a future large purchase, your retirement, or to simply build your wealth is a smart financial decision, but factors such as lack of general knowledge and high costs of investing often deter people from jumping in the investment world.

Not only does the ability to capture and recall knowledge make it more likely that a child will excel at school, but having rich, vivid memories of everyday experiences also help children make sense of the world and their place in it, enriching their experiences and building essential life skills.

He's built up his content - writing knowledge through many years of trial and error, including being the commissioning editor for many years at Copyblogger, one of the most successful content marketing blogs in the world.

As a small business owner, you don't need to be a credit or finance expert, but in today's world, it's critically important that you have a strong foundation of credit knowledge and are vigilant in your efforts to build and maintain a strong profile.

«An enormous advantage of the investment world is that knowledge builds up, and throughout the years we have studied in great depth many companies that we monitor closely» Álvaro Guzmán

Stephen Despite having the Jewish scriptures to use as a guide in creating Jesus's story, the Gospel writers could not invent him building the Third Temple (Ezekiel 37:26 - 28), gathering all Jews back to the Land of Israel (Isaiah 43:5 - 6), ushering in an era of world peace, and end all hatred, oppression, suffering and disease (Isaiah 2:4), or spread universal knowledge of the God of Israel, which will unite humanity as one (Zechariah 14:9).

The Ark and 120 years of building an Ark on dry land did not match the great minds around Noah in his day that preferred their world and loved their lifestyle and their prideful knowledge of this weak unknown God they reject.

«[We] are only instruments in the Lord's hands; and this knowledge frees us from the presumption of thinking that we alone are responsible for building a better world.

Absolutely you can build things and solve problems without a complete knowledge of how the world works — that is exactly what mankind has been doing throughout its existence and what it will continue to do, since it's impossible to know everything.

In my own experience, I have found that a healthy mix of vocabulary and knowledge from the student world (slang, music, sports, etc), along with that of my more specialized disciplinary concerns, builds helpful bridges for learning.

In Jesus time when he fled Herod with his parents, the largest group of Jews where he possibly fled to, were located in Alexandria, a place where 300 years earlier Alexander, who conquered as far as India and tried to have his subjects learn about and understand each other... had followers that built the great library of Alexandria, holding much of the knowledge of the ancient world.

Hegel started from the belief that, as he said of the French Revolution, mans existence centres in his head, i.e., in thought, inspired by which he builds up the world of reality».2 In his greatest work, the Phenomenology of Mind, Hegel traces the development of mind or spirit (Geist), reintroducing historical movement into philosophy and asserting that the human mind can attain to absolute knowledge.

As our knowledge of nuclear power, for example, increased and we built more and more nuclear power plants, we discovered how little we really knew about the new world of technology we ushered ourselves into, with risks previously unknown and unanticipated.

Our goal is to build strong children by enhancing their self - esteem, sparking ambition for achievement, encouraging excellence, promoting life - long learning and by broadening their knowledge of the world around them.

This blog will build upon that knowledge to give you insight into the world of all things poop and diaper rash!

Building on his knowledge of events, he his now able to begin to understand the many kinds of relationships among the things that make up his world.»

Despite the disagreement, the suit says Mammoet - Starneth is the only company with the knowledge to finish building the 630 - foot wheel, which will be one of the tallest in the world.

Building on 25 years of development led this app is rapidly become the world's definitive source for instant expert knowledge and computation.

«Our results are significant because they clearly show that books of all kinds can build children's knowledge about the world, including picture book stories,» said Professor O'Neill.

When the motion of an intermittently seen object is ambiguous, the visual system resolves confusion by applying some tricks that reflect a built - in knowledge of properties of the physical world

Instead of encouraging the brain drain, top world academics, funders, and researchers should collaborate to build scientific infrastructure in the less resilient regions not only to improve their self - ability to conduct, access, and use the best science but also to ensure that they can contribute to global scientific debates while developing local solutions with cost - effective, participatory, and sustainable strategies (including the reconnaissance and use of indigenous knowledge in some cases).

OUR ABILITY to perceive visual scenes effortlessly depends on intelligent deployment of built - in knowledge about the external world.

«In an increasingly globalised world a working knowledge of reproductive health during conflict allows clinicians to approach subjects sensitively with women, building a relationship of trust and understanding, allowing women to gain access to services they need.

The Conference of the European Higher Education Area Ministers was followed by a meeting with Ministers from different parts of the world in the Second Bologna Policy Forum on «Building the Global Knowledge Society: Systemic and Institutional Change in Higher Education» that was concluded with the Vienna Bologna Policy Forum Statement.

When you learn how to build muscle effectively using some of the best strategies and resources in the natural bodybuilding world, which I do my best to share across this site, you'll be armed with more knowledge than the vast majority of other lifters and fitness enthusiasts who never take the time to properly self - educate themselves in this field.

Most important than my constant thirst for knowledge and always questioning my current beliefs and ideas about all aspects of fitness (and not just building muscle although that's the main focus of the site), I have achieved great results in my own life and how I am now is worlds apart from when I first started out as a clueless, borderline - anorexic skinny guy who was wrongly told by a few people starting out that that's just how I was going to be my whole life.

Of course I fully agree with many of the more accepted goals of the liberal variants of critical pedagogy whose arch-categories include the following — to foment dialogue, to deepen our appreciation of public life, to create spaces of respect and appreciation for diversity, to encourage critical thinking, to build culturally sensitive curricula, to create a vibrant democratic public sphere, to try to change the hardened hearts and minds of our increasingly parasitic financial aristocracy, to build knowledge from the experiences and the histories of students themselves, to make knowledge relevant to the lives of students, and to encourage students to theorize and make sense of their experiences in order to break free from the systems of mediation that limit their understanding of the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etcOf course I fully agree with many of the more accepted goals of the liberal variants of critical pedagogy whose arch-categories include the following — to foment dialogue, to deepen our appreciation of public life, to create spaces of respect and appreciation for diversity, to encourage critical thinking, to build culturally sensitive curricula, to create a vibrant democratic public sphere, to try to change the hardened hearts and minds of our increasingly parasitic financial aristocracy, to build knowledge from the experiences and the histories of students themselves, to make knowledge relevant to the lives of students, and to encourage students to theorize and make sense of their experiences in order to break free from the systems of mediation that limit their understanding of the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etcof the more accepted goals of the liberal variants of critical pedagogy whose arch-categories include the following — to foment dialogue, to deepen our appreciation of public life, to create spaces of respect and appreciation for diversity, to encourage critical thinking, to build culturally sensitive curricula, to create a vibrant democratic public sphere, to try to change the hardened hearts and minds of our increasingly parasitic financial aristocracy, to build knowledge from the experiences and the histories of students themselves, to make knowledge relevant to the lives of students, and to encourage students to theorize and make sense of their experiences in order to break free from the systems of mediation that limit their understanding of the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etcof the liberal variants of critical pedagogy whose arch-categories include the following — to foment dialogue, to deepen our appreciation of public life, to create spaces of respect and appreciation for diversity, to encourage critical thinking, to build culturally sensitive curricula, to create a vibrant democratic public sphere, to try to change the hardened hearts and minds of our increasingly parasitic financial aristocracy, to build knowledge from the experiences and the histories of students themselves, to make knowledge relevant to the lives of students, and to encourage students to theorize and make sense of their experiences in order to break free from the systems of mediation that limit their understanding of the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etcof critical pedagogy whose arch-categories include the following — to foment dialogue, to deepen our appreciation of public life, to create spaces of respect and appreciation for diversity, to encourage critical thinking, to build culturally sensitive curricula, to create a vibrant democratic public sphere, to try to change the hardened hearts and minds of our increasingly parasitic financial aristocracy, to build knowledge from the experiences and the histories of students themselves, to make knowledge relevant to the lives of students, and to encourage students to theorize and make sense of their experiences in order to break free from the systems of mediation that limit their understanding of the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etcof public life, to create spaces of respect and appreciation for diversity, to encourage critical thinking, to build culturally sensitive curricula, to create a vibrant democratic public sphere, to try to change the hardened hearts and minds of our increasingly parasitic financial aristocracy, to build knowledge from the experiences and the histories of students themselves, to make knowledge relevant to the lives of students, and to encourage students to theorize and make sense of their experiences in order to break free from the systems of mediation that limit their understanding of the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etcof respect and appreciation for diversity, to encourage critical thinking, to build culturally sensitive curricula, to create a vibrant democratic public sphere, to try to change the hardened hearts and minds of our increasingly parasitic financial aristocracy, to build knowledge from the experiences and the histories of students themselves, to make knowledge relevant to the lives of students, and to encourage students to theorize and make sense of their experiences in order to break free from the systems of mediation that limit their understanding of the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etcof our increasingly parasitic financial aristocracy, to build knowledge from the experiences and the histories of students themselves, to make knowledge relevant to the lives of students, and to encourage students to theorize and make sense of their experiences in order to break free from the systems of mediation that limit their understanding of the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etcof students themselves, to make knowledge relevant to the lives of students, and to encourage students to theorize and make sense of their experiences in order to break free from the systems of mediation that limit their understanding of the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etcof students, and to encourage students to theorize and make sense of their experiences in order to break free from the systems of mediation that limit their understanding of the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etcof their experiences in order to break free from the systems of mediation that limit their understanding of the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etcof mediation that limit their understanding of the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etcof the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etc..

Building the prior knowledge of students is also part of our job — and not just knowledge about the content we teach, but also about the world.

Broadening one's knowledge base strengthens reading comprehension, builds vocabulary, and deepens knowledge of the world, all of which help students understand the text, but also, as E. D. Hirsch writes, «what the text implies but doesn't say.»

In this way, we approach the teaching - learning process from the adjacent dialectic in the multidisciplinary issues that Global Education enables us to build and diffusion of the knowledge, which causes cognitive conflicts between the different educational actors and, consequently, meaningful and pragmatic learning about the various problems of the globalized world of the XXI century.

«Building stronger knowledge of the external world» might include going on culturally enriching field trips, which have also been disappearing from schools.

The Campaign for the Harvard Graduate School of Education will enable the school to strengthen its capacity in a number of areas including its ability to attract the most talented students to education and prepare them to be transformative leaders, to recruit world - class faculty to build a knowledge base about what works in education, to encourage entrepreneurship and partner with the field to implement innovative solutions, and to leverage the convening power of Harvard to improve education.

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Over the next few weeks, I invite you to join me and my colleagues at the Knowledge Matters Campaign as we tour schools across the country to see the many ways knowledge - building curriculum is enhancing classroom instruction — by asking students to read, write, and speak to high standards, but to do so from a wide range of topics that enrich students» understanding of the world around them — ranging from water conservation to the Revolutionary War to Renaissance archKnowledge Matters Campaign as we tour schools across the country to see the many ways knowledge - building curriculum is enhancing classroom instruction — by asking students to read, write, and speak to high standards, but to do so from a wide range of topics that enrich students» understanding of the world around them — ranging from water conservation to the Revolutionary War to Renaissance archknowledge - building curriculum is enhancing classroom instruction — by asking students to read, write, and speak to high standards, but to do so from a wide range of topics that enrich students» understanding of the world around them — ranging from water conservation to the Revolutionary War to Renaissance architecture.

World of Words Designed for preschool through first grade, this read - aloud program provides 10 text sets per grade to build knowledge and vocabulary.

Program FocusWith great educators leading the way, H. W. Longfellow School builds upon the existing knowledge and skills of each child while building toward a future of being contributors and problem solvers in an increasingly complex world.

This year, teachers in each district are piloting either Core Knowledge, Wit & Wisdom, or both, each of which provides teachers with high - quality units that build students» knowledge of the world and deep understanding of vocabulary and enduring Knowledge, Wit & Wisdom, or both, each of which provides teachers with high - quality units that build students» knowledge of the world and deep understanding of vocabulary and enduring knowledge of the world and deep understanding of vocabulary and enduring concepts.

The MS program strives to serve as a bridge for students from elementary school into high school, by building a strong foundation of student skills and world knowledge.

Observations of preschool and primary grade classrooms reveal a rather limited amount of attention to building world knowledge in these early years.

This volume of reading helps students build important world knowledge and acquire additional vocabulary, both of which are critical for reading comprehension and essential to the ability to read complex text «independently and proficiently».

To ensure that special education students are capable of accessing varied information about the world around them, Maryland should also include specific requirements regarding literacy skills and using text as a means to build content knowledge in history / social studies, science, technical subjects and the arts.

President and CEO of Facing History asks, «How do we encourage the next generation to build a world shaped by caring and knowledge, rather than prejudice and bigotry?»

As of spring 2015, California schools replaced old tests with new assessments built to let parents and teachers know how well students are learning the skills and knowledge they need to succeed in today's world.

I provide literature and advice to parents about phonics and also about the importance of building up knowledge of the world via lots of «chatter», experiences, and lots of exposure to books in the home.

But the true value of the VLC lies in the development and implementation of real world projects and high think assignments that make use of collaborative knowledge building centers to deepen understanding and develop new literacies.

To ensure that secondary students are capable of accessing varied information about the world around them, Washington should also — either through testing frameworks or teacher standards — include literacy skills and using text as a means to build content knowledge in history / social studies, science, technical subjects and the arts.

To ensure that elementary students are capable of accessing varied information about the world around them, Vermont should also — either through testing frameworks or teacher standards — include literacy skills and using text to build content knowledge in history / social studies, science, technical subjects and the arts.

That principle of building coherent, cumulative content characterizes the most effective school systems in the world, and for good reason: The systematic development of student knowledge in history, literature, science, and the arts is essential to high verbal ability — which in turn is the key to social mobility and college readiness.