Sentences with phrase «different learning structures»

Not exact matches

Within the course we have oral exams in which the teaching assistants will come around and ask us questions about all of the different structures that we should have dissected or learned the names of.

Learning the different investment structures and terminology will help you make informed choices about which startups to consider for investment.

The very physical structure of suburban sprawl makes it virtually impossible for people of different generations and different incomes to live in close proximity to one another — and not only live close together but also work, shop, play, learn and worship in the same neighborhood.

Different activities, both individual and group, are also a great way to help your toddler learn new skills, to add structure to your toddler's day, to promote gross and fine motor skills, and to support cognitive development.

For instance, you will know a lot more about the structure and learning systems being used by different schools.

They learn how to manipulate different structures and enjoy different sensations.

Choosing lots of different books to read aloud will build your preschooler's vocabulary, and help your child learn about different topics and understand how stories are structured and what characters do in them.

«It's exciting to learn that these different oligomeric structures bind differently with the human lipid cells,» Stahelin said.

The researchers calculated the energies of common crystal structures for a small library of binary alloys — mixes of two different metals — and then designed a machine - learning algorithm that could extract patterns from the library and guess the most likely ground state for a new alloy.

For this study, researchers studied four solar cells with different selenium contents — and corresponding changes in crystal structure — and learned that the one with the highest level of selenium did not perform well.

Different brain structures seem to support different kinds of learning and memory; brain damage can lead to the loss of one type without disturbing thDifferent brain structures seem to support different kinds of learning and memory; brain damage can lead to the loss of one type without disturbing thdifferent kinds of learning and memory; brain damage can lead to the loss of one type without disturbing the others.

Humans can easily learn foreign words that refer to a specific object, and it was assumed that chimps and other animals could not, perhaps owing to their different brain structure.

«If we can measure how much oxygen is in a galaxy, it will tell us about all these processes,» said Shapley, who, along with Sanders, is interested in learning how galaxies form and evolve, why galaxies have different structures, and how galaxies exchange material with their intergalactic environments.

You may have learned how different structures are made up of molecules.

A good mix of different learning mediums will keep your employees not only interested but also engaged with your course structure.

The final activity was a Structured Academic Controversy (SAC)(based on the work of Johnson and Johnson) where students assumed roles as different interest groups and then debated the merits of this issue, using the skills and rhetorical strategies we had learned about along the way.

The curriculum as roadmap thus has both a horizontal structure identifying different topics and sub-areas of learning, and a vertical structure describing the nature of increasing proficiency.

The main benefits of Talk a Lot are: • Students have to think in English during lessons in a controlled and focused way • Students learn how to memorise correct English structures naturally, without abstract and unrelated grammar lessons • Students learn how to construct eight different common verb forms, using positive, negative and question forms, as well as embedded grammar appropriate to their level.

Because the content of what we teach is so immensely varied, a child who moves schools within a district, let alone into a new district or a different state, will find no consistency and no structure to her learning.

First, ABC should identify the best way to begin implementing each of the three different learning methods and how to embed them into the current learning structure and practice.

«You know, the educators in the prior - to - school settings and then first years of school, they're working within very different curricular and learning framework structures so opportunities for collaboration of learning experiences might not be feasible.

However the required change in the structure of learning is quite exact and very different from the way maths has, generally been taught previously.

The lesson follows a clear and logical learning journey, with students learning to: - Understand the key terms «compare» and «contrast», and the importance of these skills in English; - Categorise the different features that they can compare, under the headings «Purpose», «Audience», «Language» and «Structure;» - Read (and identify the key features within) two morally and ethically intriguing texts, offering diverse views of young people in the media; - Compare the two texts, using a clear and concise template, and newly - acquired knowledge of different types of connectives; - Peer - assess each other's comparative essay attempts.

Although the structure and model may change and look different, the end goal has always been the same — student learning.

The visually engaging, comprehensive PowerPoint presentation guides students through the following learning journey: - Learning about the cultures of different countries where the short stories originated; - Reading and understanding the short stories; - Collaborating in teams in order to analyse the stories in terms of content, language, and structure; - Understanding the key term «recreations» and evaluating two recreations of a famous fable; - Planning and writing their own recreation of one of the texts from different cultures; - Peer - assessing the recreation attempts of their learning journey: - Learning about the cultures of different countries where the short stories originated; - Reading and understanding the short stories; - Collaborating in teams in order to analyse the stories in terms of content, language, and structure; - Understanding the key term «recreations» and evaluating two recreations of a famous fable; - Planning and writing their own recreation of one of the texts from different cultures; - Peer - assessing the recreation attempts of their Learning about the cultures of different countries where the short stories originated; - Reading and understanding the short stories; - Collaborating in teams in order to analyse the stories in terms of content, language, and structure; - Understanding the key term «recreations» and evaluating two recreations of a famous fable; - Planning and writing their own recreation of one of the texts from different cultures; - Peer - assessing the recreation attempts of their partner.

As Matt Candler, founder of 4.0 Schools, writes, «What makes a modern micro-school different from a 19th century, one - room schoolhouse is that old school schools only had a few ways to teach — certainly no software, no tutors, and probably less structure around student to student learning.

Seeing the learning as a journey to illustrate how work can be developed without the use of levels some ideas to show progression in learning objectives Reminder of the bigger picture Challenge is a key feature Different levels of examples and an example of it used within a lesson structure

It will be very interesting to see how different governance structures play out in long - term results, and I hope we will all learn lessons from the examples of success.

As part of this unit, the children will learn about the different styles of story writing, complex sentence structure, and learn about grammar in a fun and relevant way.

A two - sided learning mat exploring the different ways sentence structure can be varied for impact.

As different as these places were in appearance, the educational roles were the same in their adherence to the educational structure and inquiry - based approach to children's learning described above.

However, Newton — speaking for many of his classmates — says, «From an outsider's point of view, we don't have a lot of structure, but we just have a different definition of structure, and I feel like we're learning more by doing it that way.»

The honorees were nominated by their classmates based on who inspired them, impressed them, helped them gain a different perspective on the structures challenging education today, and created a climate that allowed for shared learning and intellectual growth inside and outside the classroom.

This variation creates opportunities for learning — identifying both what works and what doesn't among different approaches — but only if there are structures and capacity in place to do so.

This approach is different from others in that it addressed the question of whether common but not identical curriculum standards and portfolio structures could produce effective cross-site analysis and cross-site teacher learning.

It should be followed by extensive reading, including close reading of different text structures; cooperative learning for further development of skills in communication, collaboration, critical thinking, and creativity; and content - based writing with instruction in revising and editing strategies.

STEM professional learning communities (STEM PLCs) can be structured in many different ways.

Pupils also need to learn about text structure, and how texts in different genres are formed.

The theory of teacher development articulated above demands a shift in the structure of professional learning in schools toward professional learning for teachers that is: 1) aligned to the behaviors, skills, and knowledge that define effective teaching, 2) individualized to the learner (s), taking different forms depending on the experience, skills, and needs of the specific teacher (s), and 3) embedded in the context of teaching: ongoing and collaborative.

Coursework is structured to introduce, reinforce and master different types of learning and approaches to learning.

The structure of a guide can facilitate a different learning environment.

Our teachers structure the classroom environment so that students learn to solve problems collaboratively, approach challenges from different perspectives, explain their reasoning, and create new knowledge together.»

Teachers who excel must apply deep content knowledge and specialized pedagogical expertise to maximize student learning by developing curricula, planning lessons, analyzing formative data, adjusting plans in response to outcomes from previous lessons, and using different methods of delivering and structuring lessons.

Students learn common characteristics of different types of word problems focusing on the structure of the problem.

We've learned how to do different levels of quality on the same structure, and that's taught us how to do everything from an interior that hits a price point through to something bespoke.»

Learn about different types of essays and their structures, write them and share with your peers or your teachers, but most importantly, keep writing.

Our different examples are meant for students to learn how to generate ideas, and get facts for structuring an essay during the empathy exams essays writing time.

These text features, which are emphasized in the CCSS «Craft and Structure» standards, support readers and add layers to learning by helping to shift focus on different types of information presented in a variety of ways; breaking up text on a page and providing visually appealing components — thereby creating a more accessible format that can help entice English - language learners and struggling readers.

To get ideas, learn different methods of story structures and plot lines.

Reading and Learning from Screens Versus Print: A Study in Changing Habits: Part 2 — Comparing Different Text Structures on Paper and on Screen.