Sentences with phrase «content are taught more»

Not exact matches

Increasingly, research (and our data across our client base) shows that content that teaches your prospects how to do things that are important to them generates more engagement.

But the value of the book lies in the interpretation of Jesus» teaching as a whole, and this interpretation becomes more rather than less convincing if we ascribe to Jesus himself more of the Gospel content than Professor Bultmann is ready to do.

You know, I've been thinking about that preaching / teaching distinction some more... and I think there is probably a large overlap between the two, both in content and in audience.

To me, the problem is about the content of what Jesus said and taught — some fall into the what people «say» is of more importance than what they «do».

Earl Jeffery, who was principal of Raster for eight years until his retirement in August, agrees that more nutritional information should be taught and there should be tighter control of content.

Asain Uk Dating Sites Home Hop Playboy — Whether it's celebrating Playboy's iconic heritage by stepping back in time or enjoying a present - day party, HOP blurs the line between content and experience for all... Asp.net Dating Sites He developed software for his online dating site, Plenty of Fish... as nothing more than an exercise to Asp.net Dating Sites He developed software for his online dating site, Plenty of Fish... as nothing more than an exercise to help teach himself a new programming language, ASP.NET.

Microlearning is a means of teaching that goes outside of the standard box of traditional learning wherein course content is delivered through more lengthy, protracted lessons of training.

«We're teaching all the required content area, but we're doing it in a way that's more innovative, creative, that's off the path of what most people choose,» Land says.

As educators, we are designing every single day — whether it's finding new ways to teach content more effectively, using our classroom space differently, developing new approaches to connecting with parents, or creating new solutions for our schools.

But that may be because blended schools offered youngsters more learning time, more content, or perhaps both, rather than because of the different approach to teaching.

From the teacher perspective, every teacher has a little bit of sway, in their hours of the day and so on... everyone has a little bit of headroom, about say 20 per cent of the time could be diverted away from just teaching [traditional content] to pay more attention to its deepening through skills acquisition.

Test scores are important and should play a central role, but schools do much more than teach kids content, and we should start designing our measurement systems to be more in line with what we want schools to be doing.

The lessons are as follows: Lesson 1 - Intro to climate change Lesson 2 - Climate Change, real or hoax Lesson 3 - The Ice Age Debate Lesson 4 - Worst Case Scenario Lesson 5,6 - Impacts of Climate Change Lesson 7 - Impacts on the UK This content is suitable for year 9 but is taught to a high level and is more than suitable to use for GCSE.

The Lubienskis point out that both the NAEP and ECLS - K were altered, prior to the data collection for their study, to focus more heavily on the math content that was being taught in the public schools but not as much in the private schools.

These outcomes were more likely for teams led by a trained peer - facilitator, teaching similar content, in stable settings in which to engage in ongoing improvement, and using an inquiry - focused protocol (such as identifying student needs, formulating instructional plans, and using evidence to refine instruction)(Gallimore et al., 2009).

As such, professional teaching is much more complex than the mere delivery of pre-specified content.

«All that the student does is leaving a mark: The teacher knows what the student is seeing; editors can see what works or not in content; that information is very valuable to publishers and companies that generate the content, because it allows more and more content to be presented to our students to meet that huge demand for which they are made: Teaching, generating knowledge».

The subject is being taught more widely in stand - alone courses — mostly in middle schools — and its content and methods are being integrated into history, economics, and other parts of the social studies curriculum, geographers say.

Of course, test preparation can range from teaching the content likely to be tested all the way to teaching explicit test - taking strategies (e.g., write longer essays because those get you more points).

These outcomes are more likely when teams are teaching similar content, led by a trained peer - facilitator, using an inquiry - focused protocol, and have stable settings in which to engage in continuous improvement.

Connie Malamed is of the view that in the future, Instructional Designers, in addition to creating courses for a specific user profile, would also begin to play a crucial role in enabling learning via online communities, social media technologies, curating content, and providing guidance to faculty and teaching experts on how to generate more relevant content.

Somewhere in the midst of all this, there is a powerful, pragmatic way forward, and in a few places, Klein draws a breath and points to it: to balancing tougher entry into the teaching profession with a more professional experience once inside it; to content - rich curricula that are truly worth teaching; to technology in the service of new forms of learning; and to sophisticated partnerships between those in the schools and the families, community leaders, philanthropic institutions, administrators, and taxpayers beyond the school walls.

The differentiation of teaching in this way is usually more difficult than delivering the same content to all students, but is essential in ensuring that every student is challenged appropriately and makes good progress in their learning.

It has long been held that learners are more successful in retaining new content if they consciously think about what's being taught, as opposed to simply memorizing what they see on the slides or on a computer screen.

There are more creative and interactive ways of teaching content online.

While no one disputed the need for teaching students reading more intently, Snow said that bigger question is, «what is the right way to achieve a balance of content teaching and tool teaching?»

This is no surprise to fans of E.D. Hirsch, whose research over the last 25 years (from Cultural Literacy (1987) to The Making of Americans (2010)-RRB-, has shown that teaching children a wide - ranging but comprehensive content heavy curriculum actually improves reading more than teaching reading skills does.

Using interactive fiction to teach programming allows students significantly more freedom in how they express their knowledge of the content, whether they are writing historical fiction about the Underground Railroad or science fiction in the style of Orson Scott Card.

My research shows us that «reputation» and place on ranking tables is more important to students than the quality of teaching, degree content, quality of facilities, or cost.

When asked about their spending focus for the school year 2014/15, the survey shows that primary schools are more likely to focus spending on continuing professional development (CPD), training, teaching aids, books and digital content than in 2013/14, while reducing the focus on staffing and building works.

Investing in stationery When asked about their spending focus for the school year 2014/15, the survey shows that primary schools are more likely to focus spending on continuing professional development (CPD), training, teaching aids, books and digital content than in 2013/14, while reducing the focus on staffing and building works.

Unfortunately when a teacher is trying to teach 20 or more students at one time, that task may seem almost impossible because he or she is attempting to maneuver content, control large behaviors, and keep all students learning at the same speed.

Depending on the teacher, the students, the content taught, or other factors, problem - solving activities could turn out to be the more effective style.

If there's a gap in a student's knowledge, Pardoe will pull students into smaller groups — even in groups of two — and teach them content in a more traditional way.

When teachers provide constant, controlling behavioral feedback, as Arpino and Walmsley were being taught to do, they waste precious time they could be spending giving feedback related to the academic content of the lesson, which is far more powerful in terms of raising student achievement.

What's more, TFA has long defended a relatively «content - neutral» approach to teacher training — despite persuasive research showing that methods courses in specific disciplines, like the teaching of science or the teaching of writing, help teachers improve student learning.

Results indicated professional development based in reform delivery methods (not workshops or short trainings), occurred over time with more than 25 hours of content involved groups of teachers learning together, was focused on the subject taught by the teacher, required teachers to be active participants in their learning, and cohorent, i.e., aligned with standards and teacher goals, was more likely to lead to increases in teacher knowledge and changes in practice.

«Knowledge Matters» by TNTP Chris Hayes had been teaching for 20 years before she discovered that her second graders could handle — and would enjoy — far more challenging academic content.

These plans are more ambitious than simple discussion guides but, as a dynamic educator, you will find that leading projects that focus on timely, real - world content is worth the investment in teaching and learning time.

Countries in which teachers reported teaching more of the TIMSS content scored higher on the TIMSS test than would be predicted from their PISA score.

This finding is the most plausible explanation for the historical paradox that national systems that stress content more than skills nonetheless inculcate these higher - order skills more effectively than systems that try to teach higher - order skills as such.

Teaching Points: • Students will need some prior knowledge of what it means to extend a sentence and the role that adjectives can play in this • Students should be encouraged to use as many colours as possible to colour their pictures I have added some extras to give students and teachers an element of choice - Differentiation: • Alternative handwriting lines • A second bordered page for students who wish to write at length • The photo section provides more difficult vocabulary and could lead more able writers towards a «what happened next» story writing style, should the teacher wish to lead them in this direction • An editable version of all content has been provided for the teacher to make vocabulary choices.

Because the videos are chosen based on specific district and educator needs, the Teaching Channel video content is directly applicable to classroom instruction, resulting in more observable immediate results.

For decades, American schools have been engaged in a failed experiment, attempting to cram more content into a typical teaching day than humanly possible, asking children to learn overwhelming content at younger and younger ages without taking the time to build the foundation skills needed for learning success or behavioral success, and creating anxiety - filled classrooms in which children are less likely to fall deeply in love with learning.

This ensured that all students were taught the same content but also created more of a compliance culture.

Manno and Firestone (2006) found that teacher leaders with content expertise (compared to those without content expertise) were more likely to engage with teachers around curriculum implementation, including modeling how to teach the content.

Post says the organization's recent name change reflects the transitioning roles of its membership who, more and more, say strapped budgets mean they no longer have the luxury of teaching only reading and are now being asked to teach in content areas.

I am an educator of five years and a holder of an Master's of Arts in my content area, and my perspective on education combines the newer approaches that are now taught in universities and a more objective view on current trends in education.

It turns out the time your teacher spent in class talking about answer B and # 2 pencils would have been better spent teaching you more academic content.

Our call for using digital technologies to teach content more «actively and meaningfully» suggested that the value of the Internet and specifically digital libraries was in the access to historical sources that previously were inaccessible without a visit to the actual archives.