Sentences with phrase «class time for discussions»

Several schools are trying «flipped classrooms» in which students watch video lessons at home and teachers use class time for discussions and projects.

Not exact matches

This class includes presentation, plenty of group discussion, and time for questions Information sheet, including tips, online, and local resources Examples of feeding supplies and books will be available This class is suitable for all families, including vegan, vegetarian, and omnivores, breastfeeding, and / or formula feeding, and those who have already started solids but are interested in learning more.

This class includes presentation, group discussion, and time for questions Information sheet, including tips, online, and local resources Examples of helpful supplies and books

Each class includes a simple hatha yoga warm up, meditation instruction, meditation practice, and time for questions and discussion.

This class has a lot of hands on training and time for discussion of particular issues and concerns for your individual situation.

Each class leaves time for questions and discussion to ensure personalized attention and facilitate connections among class members.

His address should be praised for bringing class — always a loaded word in this country — back into mainstream discussion, at a time John Prescott's claim that «we're all middle class now» looks increasingly hollow to a lot of voters.

Each class begins with a round - table where we take time for discussion and friendship.

Each class includes time for discussion and questions.

One approach is to ask all the time and be ready for a short discussion before class, some of which may not apply to anyone other than the student in question.

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In order to attain that level of personal reflection and professional distance, the institute creates an environment that enables participants to remove themselves from the day - to - day grind by creating a retreat - like experience that encourages candid discussion from the time they awake until they go to bed, and provides unstructured time to prepare for upcoming classes, reflect on what they are learning, and apply their new insights to challenges they may face back home.

Give time for discussion of the words (small groups and whole class).

To make independent reading worthy of class time, it must include instruction and coaching from the teacher on text selection and reading strategies, feedback to students on their reading, and text discussion or other post-reading response activities (for example, Kamil, 2008; Reutzel, Fawson, & Smith, 2008; see Miller & Moss, 2013 for extensive guidance on supporting independent reading).

A great visual poster which could be displayed in class rooms / used for discussion during form time about the impact of being late to school / lessons.

«Based on their study, English and King recommend that in the primary years, teachers should spend more time with the class «unpacking the outcomes» of the initial design (in this case the first test flight) and engage and scaffold students in discussions regarding areas for improvement before students move onto redesign,» Rosicka says.

After doing this for a time in silence (or playing machinery sounds loud enough to prevent audible conversation), students would stop for a class discussion.

The pack includes: Powerpoint - A Powerpoint about the festival of Hanukkah - when it is, what is eaten, how it is celebrated - the pages could also be printed off to enable you to create a class book for the children to read Photographs - Colour photos of a Menorah, a Dreidel, Hanukkah Gelt and people lighting the Menorah candles - great to add to your displays or for discussion Word cards Fact cards - Fact cards about the festival of Hanukkah Display banners - 2 different large titles for displays «Happy Hanukkah» and «Hanukkah» each with Hanukkah themed pictures Display border - A colourful display border with Hanukkah themed pictures - this can be printed as many times as you need to use on a display border of any size Writing pages - A collection of decorated A4 border pages - great for the children's work or to add to your writing area at Hanukkah Colour page border - A collection of colour A4 border pages - a great way to quickly display the children's work Colour posters - A set of A4 information posters with pictures of Gelt money, Menorah, Dreidel and Potato Latkes Display lettering - Large letters spelling «Hanukkah» which are decorated with pictures linked to Hanukkah - Great for a larger display Hanukkah story - The Hanukkah story for you to read aloud to the children Colouring posters - A collection of posters for the children to colour - these could also be printed smaller for the children to use on their Hanukkah cards Bookmarks - A collection of Hanukkah themed bookmarks for the children to cut out and colour Number line - A number line to 50 on colourful Dreidels Alphabet line - An alphabet line on candles - this could also be used for other festivals or a part of a birthday display Colour posters - A4 posters with pictures of images associated with Hanukkah Songs and rhymes - A collection of decorated song sheets with songs and rhymes about Hanukkah including two number rhymes Recipe - A photo recipe to make Latke cakes - a popular Hanukkah dish - the pages can be printed to make a book or used for displays Dreidel game - A Dreidel spinner to cut out and play the game of Dreidel Make a Dreidel - A 3D Dreidel spinner to make complete with instructions Hanukkah cards Acrostic poem Maths worksheet - Count the number of Dreidels Addition worksheet - Add the numbers on the Dreidels Menorah Counting - Worksheets to count the number of Menorah candles lit Cut and make a Menorah Number dominoes Word search Worksheets - Match the Hanukkah words to the pictures, draw the Hanukkah pictures and fill in the missing words Writing activities - Worksheets to write the Dreidel instructions and writing about Hanukkah

In - class time is then utilized for discussions, reviews, assessments, and feedbacks on learners» individual performances.

Through writing, discussion, and further research, they make time for students to record, analyze, and reflect on their experiences once they are back in class.

Jon Bergmann and Aaron Sams, two chemistry teachers in Colorado, wanted to spend more time with each student during class time, so began posting their lectures online to free up time face to face time for discussion.

I give them time to write down one question for class discussion.

Among the pedagogical strategies she shares in Poetry in America for Teachers, New asks teachers to model the following techniques (and many more) in real - time discussions with their classes:

Opportunities for small group discussions: In addition to giving students time to think through writing, I often have them turn and talk to a partner or two before bringing the discussion to the whole class.

The teacher, on the other hand, is relieved of the obligation to present new material in class, and the time thus saved can be used for creative discussions or solving problems.

At times during whole group discussions, the instructor would not comment on the correct or incorrect nature of a group spokesperson's response but would rather leave it open for further discussion from the next group or someone from the class at large.

Many teachers spend a considerable proportion of their instructional time in whole - class discussion or question - and - answer sessions, but these sessions tend to rehearse existing knowledge rather than create new knowledge for students.

And she describes teaching approaches that lead to engagement, including explaining why lessons matter, providing choice, conferring individually with kids often, using texts at kids» levels, providing lots of time for reading and writing, and leveraging student talk through class discussions.

However, the professor knew that the allotted class periods did not provide enough time to cover the required material, as well as provide for the small group, in - depth discussions necessary for critical understanding.

For example, the Jigsaw II class spent less time than the comparison class in lecture and whole - class discussion.

«Students come to class prepared and, as a result of LearnSmart, I am able to utilize class time more productively for class discussion and participation,» said Gary Brockway, marketing instructor at Murray State University.

By encouraging students to show up for class prepared, LearnSmart allows instructors to spend less time covering the basics and more time covering more advanced topics and leading rich discussions.

In fact, the big difference between this round of negotiations and those that failed in the past is that the Paris talks are set up far more like a flipped classroom — where the brunt of work is done beforehand, leaving class time for fruitful discussion and problem solving.

In classes such as Choices for Sustainable Living, Voluntary Simplicity, and Sustainable Systems at Work, employees meet with coworkers on their lunch hour six times to go over course work — usually essays and articles — hold discussions and perform an action item.

The parties to a putative class action lawsuit claiming that the federal courts» PACER system routinely overcharges for document downloads have asked the U.S. Court of Federal Claims for more time to engage in settlement discussions, agreeing that discussions so far have been productive.

Or a school might «flip» the legal research classroom, pushing the lectures about gathering legal information out to podcasts or other out - of - class media, thus freeing in - class time for hands - on practice and discussions about legal authority in a variety of contexts.44

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 tasks.»

I wonder about the discussions on diversity in recruiting for law schools, articling, hire - backs, etc., and notice that they mainly revolve around attributes like race, gender, and class, but don't spend much time on attributes relating to personality.

Instead of wasting your time discussing how they could study better (because they won't, if that's not actually the problem in the first place) you can have a discussion about whether or not their performance in math class is actually important for the goals they themselves want to achieve (like getting into a good college, even if they never take another math class).