Sentences with phrase «deep thinking skills»

On the other hand, a teacher knows how to use effective questioning that will support students learning and promote learning gains via deep thinking skills.

Deeper Look is a thinking tool designed to encourage deeper thinking skills about common / abstract topics, to introduce new concepts or to recap previous learning material.

This cycle facilitates deeper thinking skills and understanding.

Not exact matches

The hole you're digging is getting deeper, your hypocrisy and decidedly unChristian views are on display for anyone with critical thinking skills.

Southgate is just shifting the blame to Wenger for not selecting jack, however, I think Jack days as a deep lying play maker is done with, because that position requires a lot of tackling and in his most recent games Wenger had used him higher up in an attacking role, which is more suited for his skill set.

kondogbia for me all the way he has all the skills we need for d / m he schooled our midfield when we played them this season on his own, hopefully this would have had wenger rubbing his hands together with glee to watch such a class act who could run our midfield, so i think go straight in with # 30million for him straight off the bat, and test monaco's resolve and his to stay, or make him a star in our midfield he would have helped us drive the midfield forward from deep midfield and smash defensive teams like swansea.

This is an incredibly difficult question to answer for a variety of reasons, most importantly because over the years our once vaunted «beautiful» style of play has become a shadow of it's former self, only to be replaced by a less than stellar «plug and play» mentality where players play out of position and adjustments / substitutions are rarely forthcoming before the 75th minute... if you look at our current players, very few would make sense in the traditional Wengerian system... at present, we don't have the personnel to move the ball quickly from deep - lying position, efficient one touch midfielders that can make the necessary through balls or the disciplined and pacey forwards to stretch defences into wide positions, without the aid of the backs coming up into the final 3rd, so that we can attack the defensive lanes in the same clinical fashion we did years ago... on this current squad, we have only 1 central defender on staf, Mustafi, who seems to have any prowess in the offensive zone or who can even pass two zones through so that we can advance play quickly out of our own end (I have seen some inklings that suggest Holding might have some offensive qualities but too early to tell)... unfortunately Mustafi has a tendency to get himself in trouble when he gets overly aggressive on the ball... from our backs out wide, we've seen pace from the likes of Bellerin and Gibbs and the spirited albeit offensively stunted play of Monreal, but none of these players possess the skill - set required in the offensive zone for the new Wenger scheme which requires deft touches, timely runs to the baseline and consistent crossing, especially when Giroud was playing and his ratio of scored goals per clear chances was relatively low (better last year though)... obviously I like Bellerin's future prospects, as you can't teach pace, but I do worry that he regressed last season, which was obvious to Wenger because there was no way he would have used Ox as the right side wing - back so often knowing that Barcelona could come calling in the off - season, if he thought otherwise... as for our midfielders, not a single one, minus the more confident Xhaka I watched played for the Swiss national team a couple years ago, who truly makes sense under the traditional Wenger model... Ramsey holds onto the ball too long, gives the ball away cheaply far too often and abandons his defensive responsibilities on a regular basis (doesn't score enough recently to justify): that being said, I've always thought he does possess a little something special, unfortunately he thinks so too... Xhaka is a little too slow to ever boss the midfield and he tends to telegraph his one true strength, his long ball play: although I must admit he did get a bit better during some points in the latter part of last season... it always made me wonder why whenever he played with Coq Wenger always seemed to play Francis in a more advanced role on the pitch... as for Coq, he is way too reckless at the wrong times and has exhibited little offensive prowess yet finds himself in and around the box far too often... let's face it Wenger was ready to throw him in the trash heap when injuries forced him to use Francis and then he had the nerve to act like this was all part of a bigger Wenger constructed plan... he like Ramsey, Xhaka and Elneny don't offer the skills necessary to satisfy the quick transitory nature of our old offensive scheme or the stout defensive mindset needed to protect the defensive zone so that our offensive players can remain aggressive in the final third... on the front end, we have Ozil, a player of immense skill but stunted by his physical demeanor that tends to offend, the fact that he's been played out of position far too many times since arriving and that the players in front of him, minus Sanchez, make little to no sense considering what he has to offer (especially Giroud); just think about the quick counter-attack offence in Real or the space and protection he receives in the German National team's midfield, where teams couldn't afford to focus too heavily on one individual... this player was a passing «specialist» long before he arrived in North London, so only an arrogant or ignorant individual would try to reinvent the wheel and / or not surround such a talent with the necessary components... in regards to Ox, Walcott and Welbeck, although they all possess serious talents I see them in large part as headless chickens who are on the injury table too much, lack the necessary first - touch and / or lack the finishing flair to warrant their inclusion in a regular starting eleven; I would say that, of the 3, Ox showed the most upside once we went to a back 3, but even he became a bit too consumed by his pending contract talks before the season ended and that concerned me a bit... if I had to choose one of those 3 players to stay on it would be Ox due to his potential as a plausible alternative to Bellerin in that wing - back position should we continue to use that formation... in Sanchez, we get one of the most committed skill players we've seen on this squad for some years but that could all change soon, if it hasn't already of course... strangely enough, even he doesn't make sense given the constructs of the original Wenger offensive model because he holds onto the ball too long and he will give the ball up a little too often in the offensive zone... a fact that is largely forgotten due to his infectious energy and the fact that the numbers he has achieved seem to justify the means... finally, and in many ways most crucially, Giroud, there is nothing about this team or the offensive system that Wenger has traditionally employed that would even suggest such a player would make sense as a starter... too slow, too inefficient and way too easily dispossessed... once again, I think he has some special skills and, at times, has showed some world - class qualities but he's lack of mobility is an albatross around the necks of our offence... so when you ask who would be our best starting 11, I don't have a clue because of the 5 or 6 players that truly deserve a place in this side, 1 just arrived, 3 aren't under contract beyond 2018 and the other was just sold to Juve... man, this is theraputic because following this team is like an addiction to heroin without the benefits

But as a deep central midfielder, I think Ramsey's skills, his ability to break the opponent's attack and robbing the ball are still below Kante's.

which is certainly not a slight on the young french national player; like him or not, Sanchez has provided some real world - class performances for club and country in recent years... if you do this move, you need to really clean house or face some serious consequences for the foreseeable future... half measures are rarely rewarded, that's how we got here... tear down the wall... we need to get rid of Giroud, not because he isn't a talented player, his skill - set simply doesn't make sense if we hope to maximize the offensive potential of a quick passing, one - touch scheme... we need to evolve, like Barcelona, who realized you needed to have clinical finishers or face a mind - numbing future of horizontal passes and largely ineffective crosses... Barca went and got Suarez, even though they had Messi and Neymar on the roster (just imagine the possibilities — another in the litany of Wenger «what ifs»)... we need to be as clinical in the boardroom as on the pitch... accept nothing less or move on... personally I would move on from Welbeck, Giroud and Walcott, even Ox if he isn't all in... I think the most intriguing player might be Perez, which runs counter to the thoughts in my head when he arrived late last summer... we need a deep lying DM with quick feet and long ball potential, midfielders who can counter quickly even when they are spread out and 4 or 5 players who know how to attack the lanes (kind of a cross between Barca, Dortmund and Monaco)... this is seriously an achievable goal, one that logically should have been achieved quite a few years ago... did no one in the Arsenal organization see the financial restructuring of the football universe... think of the players we could have had but we weren't willing to cough up the dough only for those individuals to have their value double or triple within a 12 to 24 month period... even if just from an investment perspective these «no deals» represent a failure of monumental proportions... only if you cared, of course

I think with the right DMF and a deep lying playmaker with excellent offensive and solid defensive skills we don't need to buy a Central Defender.

In this century, deeper - learning proponents argue, the job market requires a very different set of skills, one that our current educational system is not configured to help students develop: the ability to work in teams, to present ideas to a group, to write effectively, to think deeply and analytically about problems, to take information and techniques learned in one context and adapt them to a new and unfamiliar problem or situation.

In addition to providing children with information, critical thinking and skills that traditional schools provide, Waldorf education helps children to become well - rounded, imaginative and confident problem - solvers, with a deep sense of empathy and social responsibility.

5) Dads get the kids to listen more — While it could be the higher likelihood of louder and deeper voices (which can be scary), we prefer to think it's just our skills and the way we communicate.

But still, I think the idea that these skills matter resonates with parents and educators on a deep level.

A small number of people, mostly mathematicians or scientists, have developed the skills to create deep simulations — meaning those that can change the underlying thinking that motivated the simulation in the first place — with enough ease and speed to give a precocious peek at some of the wonderful qualities human communication might encompass in the future.

«I think you need to be careful with young children,» Brodsky Schur says, highlighting ages five to eight as particularly delicate years — when children register just enough information to be afraid but often lack the deeper knowledge and coping skills to put their reactions into context.

The death of François Jacob at age 92 on April 19 should serve as a reminder in this age of 20 - plus - person publications of the deep thinking and superb critical experimental skill of single individuals.

Sometimes referred to as «the flipped classroom,» team - based learning encourages the student to develop deep thinking and teamwork skills that are especially important in an increasingly team - based approach to medicine, according to Chris Bruce, program director and team - based learning coordinator of the PA program.

The learning being described here is Problem - based learning which develops not only deep and applicable knowledge but skills such as collaboration (which is more than team work teamwork), critical thinking and communication.

This lesson promotes deeper thinking and encourages students to use their thinking skills.

They don't have the limitations of closed - ended questions and encourage learners to delve deeper into a topic by using their critical thinking skills and creativity.

I have never seen a child develop a love for learning, deep curiosity, critical thinking skills, and a desire to help their neighbor as a result of taking practice tests.

Research has shown that performance - based assessment provides a means to assess higher - order thinking skills and helps teachers and principals support students in developing a deeper understanding of content.

After lengths of deep concentration in a lesson, Kodály can be used to refresh the brain so that the children can continue to work effectively - it develops Confidence, Focused thinking & Listening skills.

Is it that we should use many of the Chinese strategies (that promote self - discipline, a deep respect for learning, the understanding that effort is critical, and a strong foundation of basic facts and knowledge) early on, and then, in later grades, focus more on critical - thinking skills, analytical abilities, and the pursuit of individual passions through curious exploration?

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.

Among its benefits, practitioners mention drawing on the value of open conversations to foster deep thinking and analysis, developing a group culture for learning, and enhancing communication skills.

«In an era in which we are committed to helping all students think, reason, collaborate, and participate in democracy, we need to develop the kind of systems in which teachers are similarly supported, challenged, respected, and given opportunities to work together to develop deeper skills that will create a better future for their students.»

As we perfect our skill through physical drill, whether it be piano scales or ballet barre exercises or DeNealian drill sheets or karate katas, the information is moved into deeper areas of the brain that bypass conscious thought.

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.

«This interaction fostered skills that, when combined with the critical thinking mindset I gained in engineering, have allowed me to make deeper connections with people and really look inside their heads and see what makes them tick.»

My gift would be giving students opportunities to surprise themselves through their own skills, critical thinking, creativity, and deep understanding of important ideas.

Know and demonstrate deeper learning skills in critical thinking, project management, problem solving, collaboration, communication, and creative expression

By assessing both deep content knowledge and skills as well as critical thinking and problem solving, communication skills, collaboration and effective project management, Envision Schools teaches our students success — success for college, career and life.

The questions were written to not only improve reading skills, but also encourage some deeper thinking of the impact of this significant era in history.

Classroom companion activities help you dive deeper into the concepts explored on screen and continue to develop critical thinking skills.

The results are expected to be poor because the tests are intended to be harder than previous testing, and to test deeper analytic and thinking skills than previous fill - in - the - blank tests.

These assessments provide timely information to educators about student proficiency on standards and deeper learning skills such as critical - thinking and communications.

The William and Flora Hewlett Foundation's Education Program initiated a new strategic initiative in 2010 that focuses on students» mastery of core academic content and their development of deeper learning skills (i.e., critical - thinking, problem - solving, collaboration, communication, and learn - how - to - learn skills).

The ability to respond to text, or response - ability... is nurtured when students have opportunities to [discuss] meaning [of that text with their peers]... Engaging in discussion about text results in deeper understanding, higher level thinking, and improved communication skills.»

• School librarians have deep expertise in digital literacy skills; have well - developed instructional strategies based on thinking critically, communicating creatively in a variety of media, and solving problems creatively; and are often role models for strong leadership, initiative, and other career and life skills.

When students enter college or the workforce after graduating high school without the necessary reading skills to comprehend complex texts, opportunities for deeper understanding, critical thinking, career advancement, and financial success are negatively affected.

Whether learning how to teach thinking in the common core, cooperative learning, hypothesizing or the more impactful models such as project - based learning, it is essential that teachers experience and assess the deeper learning process as they put their new skills into practice.

Lesson Segment 2 of the Marzano Model goes deep into the heart of the higher - order thinking skills students need to cultivate for Common Core success.

These strategies help students understand more complex content, they help develop thinking skills, and ultimately through metacognition, they regulate thinking processes so that students reach the desired goal: deep understanding of content.

Education Northwest helps schools work across grade levels and content areas as they build independent readers and writers who have strong foundational skills and who can engage in deep thinking, reasoning, and writing about complex texts.

Universities tell us that they value the independent research and critical thinking skills, as well as the deep subject knowledge that our qualifications bring.

Capital City Public Charter School enables a diverse group of students to meet high expectations, develop creativity, critical thinking, and problem - solving skills, achieve a deep understanding of complex subjects, acquire a love of learning, along with a strong sense of community and character.

Based on extensive research and interviews with school leaders, teachers, and students, Deeper Learning makes the case for why schools that seek to innovate must empower students with more than just academic knowledge — skills like critical thinking, collaboration, and effective communication.

The rubric addresses higher - order thinking skills, deep understanding, problem solving, and metacognition.