Not exact matches
If the
new tests assess knowledge in ways that demand mastery of sequenced domain knowledge, sophisticated vocabulary, rich content, and cross-disciplinary
learning, educators across the country would have a much greater incentive to bring
challenging content into their classrooms and thus realize the implicit promise of the
new standards.
And though Hacker and Dreifus, a former Queens College political science professor (and frequent contributor to the
New York Review of Books) and a veteran science reporter and editor, respectively, turn in what appears to be a useful essay about the
challenges ahead for the CCSS, Peter Cunningham, a former assistant secretary of education, says that Hacker and Dreifus themselves «contribute greatly to the confusion and misinformation surrounding the issue of
learning standards.»
I'm not a gambling person, but if I had to place a bet on one sure - fire method for engaging students, increasing test scores, reaching students who fall below
standards,
challenging students who exceed grade - level
standards, accessing students» creativity and originality, maximizing brain connections formed, applying concepts to
new situations, and making the
learning process more fun for the students and teacher, I would place that bet on... teaching the core curriculum through the arts.
As educators face
new standards and classroom
challenges, they will find solutions for prioritizing school improvement efforts, working with difficult students, bringing joy into teaching and
learning, and teaching vocabulary effectively in these
new professional development publications.
With the
new Common Core
standards, teachers say students are
learning more
challenging concepts at an earlier age.
As education policymakers nationwide search for better strategies to improve student performance — including
new curriculum
standards, computer - assisted
learning and better assessment systems — there's increasing focus on more fundamental
challenges, especially attendance.
Teachers are now teaching to
new, more
challenging standards; working to provide more personalized
learning experiences that better meet the individual needs of all students; and adjusting their instruction to appropriately incorporate
new technologies that enhance and expand student
learning.
One
challenge in online education concerns accreditation, i.e., how can accreditors accommodate
new models of teaching and
learning using existing
standards.
Made possible by a curatorial fellowship grant from the Andy Warhol Foundation for the Visual Arts, the convening was hosted by the Walker's Artistic Director Fionn Meade and Director and Senior Curator of Performing Arts Philip Bither, who invited a group of curators, programmers, artists, and producers to address the following:
new models of performance curating that have arisen within and outside of the museum setting; evolving
standards for collecting and archiving performance and live arts;
challenges faced and
learning opportunities in producing, commissioning, and acquiring performance - based art and its differing approaches to audience; and shared efforts toward artist advocacy and agency in the context of curating performance across stage, gallery, and emerging platforms.
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Instructed a Regents tracked cohort of students and addressed
new,
challenging objectives and
learning standards of the 8th grade Common Core
Standards.