Sentences with phrase «deep content learning»

Albers immersed preservice teachers in deep content learning through multiple modes, and then she provided opportunities for reflection.

Not exact matches

It uses various artificial intelligence and NLP techniques (including deep learning, neural networks, and semi-supervised named entity recognition) to provide a suite of tools to suggest the right content to post (from other people's tweets to share to articles or videos from news outlets) that will win over your followers.

Bloomreach is using machine learning and deep data harvesting to create content that users will love.

Paul, I believe gives a very good illustration of deeper when he says, ``... for I have LEARNED [caps mine] to be content whatever the circumstance....»

By laying the essential foundation of engaging your customers through greater content personalization, applying a test and learn approach and doing so beyond the major marketing focal points throughout the year, you can build deeper loyalty.

One of the fundamental beliefs of deeper - learning advocates is that these practices — revising work over and over, with frequent critiques; persisting at long - term projects; dealing with the frustrations of hands - on experimentation — develop not just students» content knowledge and intellectual ability, but their noncognitive capacities as well: what Camille Farrington would call academic perseverance and what others might call grit or resilience.

And a 2014 study of student performance at schools in California and New York, conducted by the American Institutes for Research, found that attending deeper - learning schools had a significant positive impact, on average, on students» content knowledge and standardized - test scores.

This engine powers CUE's reactions and his interactions are full of humor, attitude, and deep content that are actually «learned» from user interactions.

As part of Mass Audubon's Salt Marsh Science Project, scientists and students have been measuring the salinity (salt content) of water at different depths to learn whether Phragmites distribution within the salt marsh is controlled by ground water (water deep below the ground surface that is the source of well and spring water) or interstitial salinity (water just below the ground surface from the tide).

Debby Martin: «Josh has extensive knowlege of biochemistry and physiology as well as a deep understanding of the course content — which he helps students learn by using teaching strategies such as: diagrams, analogies, Q&A, and review.

A content hub that explores the current and future potential of AI, machine learning, deep learning and cognitive computing to transform marketing.

I see a lot of great opportunity to teach and assess 21st century skills, focus on deeper learning, and present content.

iPads provide the vehicle for innovation, allowing the students to make deeper connections with the content and the teacher to extend the learning context.

QR codes still have a place in the classroom, leveraging deeper learning by giving students the ability to access, curate, engage with, and share teacher - selected content.

Thinking Maths, a professional learning program that supports Year 7 and Year 8 teachers in the deep learning of mathematical content as outlined in the Australian Curriculum Mathematics.

I work with teachers to build great PBL projects that focus on deeper learning, and I always hear, «I have so much content to cover this year that I don't have time to do a PBL project.»

Let's do what's best for our students and focus on «uncoverage» by creating PBL projects and units that focus on deeper learning of the content, where students remember the material, think critically with it, and apply it in new contexts.

When teachers trust students to lead their learning by giving more open - ended opportunities that challenge them to find their way, students will delve deeper into content and set their expectations higher than is required.

It also requires expert pedagogical content knowledge — a deep understanding of how students learn subjects, including an understanding of common learning progressions and sequences; an understanding of how learning builds onto prior learning and lays the foundations for future learning; the role of prerequisites; and an understanding of common student errors and the misunderstandings that underpin them.

Whether students use audio and video or pen and paper, encouraging them to take a few minutes to capture not only what they learned, but also how and why, may ultimately allow them to make deeper connections to the content.

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

The learning goal was for students to have a deeper experience with curriculum content.

Miller explains what a game jam is and how you can use it to teach and assess 21st - century skills, focus on deeper learning, and present content.

Since 2010 - 11, students in PBL classrooms have generally performed as well or better on the CST as compared with students in non-PBL control classrooms in all three dimensions of deeper understanding within the discipline (content, reasoning, and scope of learning).

We believe that if schools and school systems clearly define their graduate outcomes for students to include not only the courses or subjects they need to pass but also Deeper Learning Outcomes — mastering academic content, thinking critically, communicating effectively, collaborating productively and learning to learn — we will create schools and school systems that ensure students are ready for success in college andLearning Outcomes — mastering academic content, thinking critically, communicating effectively, collaborating productively and learning to learn — we will create schools and school systems that ensure students are ready for success in college andlearning to learn — we will create schools and school systems that ensure students are ready for success in college and career.

We know that kids are going to work longer and make deeper connections to the content when they are passionate about the ideas — when they care — and when they're learning with and being inspired by peers.

As schools engage in conversations and planning around Next Generation Learning, it is essential to begin designing opportunities for students to develop transdisciplinarity — but not at the expense of deep content knowledge.

What most of these early blended learning models are missing, however, is application of knowledge — the deep and meaningful learning that students experience when they synthesize content and apply it in novel, exciting ways.

It is not enough to expose students to information — deep learning happens when we make space for students to do creative, challenging work in response to meaningful content.

It's because there's a deep - seated attachment to the idea that the only way is desktop, based on negative assumptions around the suitability of learning content for phones and people's willingness to use personal phones for work stuff.

The other big change in eLearning being facilitated by data is that it is helping organizations gain a deeper insight into what content and which learning strategies are working, down to the individual level.

Each studio was assigned a NuVu coach with deep content expertise — such as a physician knowledgeable about global pandemics — plus regular classroom teachers to help manage the learning experience.

The remainder of the article goes on to make the case for Artificial Intelligence in eLearning via an interview with Jim Walker from Zoomi, an analytics company that «uses proprietary Artificial Intelligence to analyze each learner's behavior, cognition, engagement, and performance to predict learning and future performance, optimize learning content and to create a deep personalized individual and social learning experience».

A: Solid content knowledge, strong knowledge about pedagogical techniques in mathematics, a deep understanding of the epistemology of mathematics, knowledge about how people learn math, and the ability to listen to and engage the learner.

They call for students to not only master content and basic skills, but also critical dispositions like analysis, research, inquiry, and deeper learning outcomes, such as communication skills and critical thinking and problem - solving.

In addition, because Summit has a project - based learning model, our class time is devoted to students working on projects that support deep understanding of the content and of cognitive skills.

Snow envisions this talk focused on changing the old ideas around literacy such as learning first over reading first, literacy as a tool, teaching content, and deep, disciplinary knowledge among students.

Deep understanding starts with the content itself (e.g., proportional reasoning, Shakespeare, the Krebs cycle), learned through disciplinary study.

Quality unit instruction combined with differentiated instruction transforms «the game called school» into a meaningful journey where learners understand and connect with the curriculum on a daily basis, whether the approach is project - based learning (PBL), Understanding by Design (UBD), or any other unit design that connects a deep understanding of content and a mastery of skills and concepts to real - world contexts.

That kind of personalization offers a clear path to «deeper learning,» by which students actively engage higher - order skills alongside rigorous content.

Milton Chen, Senior Fellow at the GLEF, encouraged us to think about developing new technologies that can assess deeper learning — core content skills and knowledge with complex cognitive skills like critical thinking and problem solving.

HTH — with its emphasis on integrating academic and technical education through project - based learning — attracts a number of people like Duffy with «deep content knowledge who had very successful academic careers and wanted to work in an urban school at a time of profound teacher shortage,» says founding principal Larry Rosenstock.

For more about how you can use game jams to teach and assess 21st - century skills, focus on deeper learning, and present content, also read «Game Jam Your Classroom» by Andrew Miller.

In addressing those questions, a new generation of schools is using models that combine the benefits of personalized learning — accurate diagnosis and individually paced content mastery — with the power of project - based learning — extended challenges that promote deeper - learning competencies such as critical thinking, working collaboratively, problem solving, and taking responsibility for one's own learning.

But once you've got the content — and that's critical — once you've got it, to go into deeper learning, problem - based learning can be very effective.

The three principal elements of the Protocol stress that Mathematics is more than covering content, that if we design tasks well, everyone can be part of a rich mathematical experience, and that classrooms are learning environments focused on developing deep understanding.

«This approach is about moving from surface learning (imparting of content) to deep learning (the acquisition of behavioural change).

Monica's website, ClassTechTips.com, helps educators focus on content over apps by promoting deeper learning with technology.

By writing, speaking, and drawing what they did and what they learned, students develop a deeper understanding of all content areas.

During the remainder of my class I'm able to allow students to work on projects that let them to practice and dig deeper into the content that they just learned.