Sentences with phrase «develop deeper 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.»

Again, although I am no expert, the research suggests that a strong foundation of knowledge is critical for future learning and meaningful participation in and contribution to society (but it's also not sufficient, which is why developing deeper skills and dispositions are so important — a false either - or from which we need to move away).

Not exact matches

With a deeper focus in one area, you can continue to grow and develop that skill as programs and needs change.

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.

Today, the Co-op remains deeply committed to creating a diverse and nurturing environment for children in preschool through eighth grade where they flourish intellectually and develop exceptional social skills, along with a deep sense of community and social justice.

«With an intellectual engaging environment and scaffolding to explore questions and theories, young children can develop many healthy dispositions toward learning and acquire skills, deeper understandings, and increasing curiosity about and respect for the amazing world.»

All Blossom & Berry courses offer students the opportunity to develop an in - depth and deep understanding of issues around the emotional / physical development of infants / children, responsive baby and child care and interaction, parenting skills, attachment theory and the science of relaxation.

Waldorf teacher education at Sunbridge Institute includes a deep exploration of child and human development; development of a teacher's contemplative capacities; exploration of pedagogical approaches and skills; studies in the arts; courses that develop abilities for working in a group of colleagues; and practical learning or mentored teaching in the classroom with experienced teachers.

- Relief from colic, wind, constipation and teething pain - Develops body awareness and coordination - Helps develop trust and build a sense of security - Increases relaxation and encourages deep sleep - Helps tone floppy muscles - Strengthens bonding and communication - Reduces crying and emotional distress - Boosts circulation and regulates temperature - Stimulates baby's digestion, nervous and lymphatic systems - Helps baby to feel loved, valued and respected - Increases recognition of facial and emotional expressions which supports development of social skills - Helps with language, memory and concentration

While jumping into the pool at the deep end is a great way to get used to the water, this may not be the best approach to developing a set of teaching skills

Those roles require — in addition to the deep expertise developed during a typical Ph.D. program — peripheral skills and out - of - field knowledge that traditional graduate programs do a poor job of conveying.

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.

Significantly fewer supervisors felt that learning how to write grants and obtain funding (36 percent), developing new research skills (35 percent), gaining a deep knowledge of a specific area of research (32 percent), and learning to manage or supervise others (23 %) were among the top attributes important for a successful postdoc experience.

From saving the rainforest, to developing world - leading vaccines to digging deep in the search for dark matter, Brazil's skills extend far beyond football

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.

In addition to benefiting the individual participant, PDO administrators will gain an example of exercises they can use to guide their trainees towards an understanding of the deeper value they will provide their future employers beyond the skills they have worked so hard to develop.

«The key is to learn about yourself on a deeper level and develop effective skills, such as resiliency, forgiveness, and unconditional self - worth, to flourish in life.»

We seek deep and lasting healing through an intensive program that first stabilizes a person in crisis, gradually replaces medication with holistic healing practices, addresses the core issues precipitating pain and then develops skills for growing beyond these issues and becoming an enthusiastic and vital member of their community.

For serious or complex issue you need a qualified health care professional that is trained in EFT to help guide you through the process, as it typically takes years of training to develop the skill to tap on and relieve deep - seated, significant issues.

For serious or complex issue you need someone to guide you through the process, as it typically takes years of training to develop the skill to tap on and relieve deep - seated, significant issues.

To get back in the deep and survive, shell need to develop some stronger swimming skills.

Teacher practice is a core area to focus on, but without naming and valuing the structural conditions which support teachers to develop these pedagogical skills, the promise of deeper learning can't be realized.

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.

Undoubtedly, life skills such as having compassion for others, leadership, communication, responsibility and teamwork can be taught in the classroom, however, it is arguably outside the four walls where these skills are really put into context and developed on a deeper level.

And while we should not undervalue the skills students have developed, such as interacting on social media, their digital literacy has gone backwards in recent years, and it is unclear that they have developed any deeper understanding of computing.

Learning progressions, typically extending over a number of years of learning, describe typical sequences and paths of learning and make explicit what it means to develop deeper understandings and more advanced skills in an area of learning.

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).

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.

Largely as a result of my teaching experience at St. Jude, I arrived at law school with a deep desire to combine the new set of skills I would develop in law school with my passion for improving educational opportunities for under - served students.

Type 3 projects are designed to challenge gifted and advanced learners, to provide them with opportunities to research topics of interests at deep levels, and to develop new learning skills.

But when authenticity is a focus, students develop a deeper understanding of concepts and skills through real - world applications and practice — which develops lifelong learners.

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.

These skills of tackling misconceptions and given truths, and critically analysing and evaluating what they are presented with, can also be of vital importance in developing a deep understanding of English concepts.

Advantages of using these resources include: getting students more actively involved in their learning, developing deeper understanding, widening vocabulary and social interaction skills, improving presentation techniques in a safe environment, enhancing listening skills, developing student curiosity, questioning, reasoning, analysis, explaining, justifying, understanding, boosting their self - esteem, developing their confidence, giving them exposure and experience in being reflective, and cultivating a sense of joy of learning and a sense of purpose.

With ELLs, blogs can provide deeper engagement and a public forum to demonstrate their developing skills.

Point of view is another skill developed as participants go deeper into the steps.

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.

«Through this we ultimately hope to promote deeper learning and develop transformative skills, to improve student learning and academic results.»

The idea is to provide a meaningful, skill - developing experience, not just a virtual field trip that is pleasant but not particularly deep or rigorous.

Increasingly, learning is recognised as a continuous, cumulative and potentially lifelong process through which individuals develop deeper understandings, more sophisticated knowledge and higher levels of skill.

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.

In fact, in most school subjects, greater knowledge, deeper understandings and more sophisticated skills develop throughout the school years.

Supporters of project - based learning say the strategy benefits students by helping them develop a deeper knowledge of subject matter, increasing their self - direction and motivation, and improving their research and problem - solving skills.

The general capabilities aim to develop the skills of young people to: • be critical and creative thinkers who are innovative, enterprising and adaptable • have a strong ethical understanding, and can reason, investigate, evaluate and reflect • be confident, competent and safe information and communication technology users and creators • be empathetic, responsible young Australians with intercultural understanding, and respect their own and others» cultures • have the personal and social capability to effectively communicate and collaborate, and display resilience and leadership • be literate and numerate, and be able to develop a deep understanding of subject content

It is observed that traditional assessment methods are often not well aligned with current understandings of learning, and are of limited value for assessing deep understandings, life skills that develop only over extended periods of time, or more personalised and flexible forms of learning.

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

As students engage in the activities of this book, they develop higher order reasoning skills, and a deeper understanding of scientific concepts and their relevance to their everyday life.

Much of American education policy focuses on the need for students to develop deeper content knowledge and an ability to apply their knowledge and skills to tasks and situations inside and outside of school.

• 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.