Sentences with phrase «engaged in learning outside»

Maybe they'll find these activities so fun, they'll stay engaged in learning outside the classroom well into the fall!

As an educator and mother to three children, she regularly combines her teaching and mothering skills to help keep her children engaged in learning outside of the classroom.

It recommended that schools and colleges should: «Ensure that their curriculum planning includes sufficient well ‑ structured opportunities for all learners to engage in learning outside the classroom as a key, integrated element of their experience.»

Not exact matches

What I urge you to do is to consistently engage in the process of learning new things, both within and outside your chosen field.

It is not clear, however, whether Brown's constant stress on high academic expectations simply assumes the canons of critical, orderly, disciplined inquiry that the research university model had made commonplace in the 1930s in American graduate education outside of theological schools, or whether he is rather calling for theological school teachers who are very learned but are not necessarily themselves engaged in original research.

«If we want to engage hundreds of millions of gamers in real - world problem - solving, we need to learn how to do it inside existing games, not outside of them.

Schools are failing to offer sufficient opportunities for students from diverse backgrounds to engage in science - based learning outside of the classroom, and should be doing more to open up participation, according to new research published in the International Journal of Science Education.

Teaching the new curriculum outside the classroom will focus on inspiring and engaging opportunities for learning outside the classroom (LOtC) in the new national curriculum at the University of Derby Enterprise Centre on 4th December 2014.

Students were actively engaged in learning both inside and outside of the classroom.

Continuing in its mission to help teachers and pupils engage beyond the classroom, schools will now be able to share video and audio recordings of students» work and activities with parents, carers and the whole community, to support learning outside school and encourage parental involvement.

Families want to support their child outside of school and welcome new ways to engage in their learning.

For instance, service learning programs bring curricular activities outside of the classroom and into the local community, by encouraging students to engage in civic duty such as volunteering.

They might reach beyond the school building to engage students through learning in the community (apprenticeships and the like), participation in social and recreational activities outside the school, or even partnering with other schools or local colleges to broaden the range of learning experiences.

I have seen apathetic students change to students who are excited, enthusiastic learners; students who were failing every subject become engaged in learning and making better grades; students who, in the past, avoided talking with me about their grades, come... waving their report cards in their hands to show me their improvement; students who thought of themselves as incapable begin to think of themselves as capable learners; and students who thought that dreams were for others, begin to dare to dream about the world outside their school and community and how they can contribute.

Similarly, Engaging Places, focused on learning outside the classroom and helping young people to appreciate the built environment in their local communities.

It also allows others outside of the school community to engage in our youth's learning and reflections.

By moving entry - level information outside the classroom — typically (but not exclusively) through self - paced, scored videos — teachers can reframe learning so that students spend more instructional time engaged in deeper discussions, hands - on applications and project - based learning.

It was with those students in mind, with their future at stake, and in the interest of the Commonwealth's economic vitality, that the governor engaged more than 200 citizens to develop an action plan, a series of recommendations spanning 10 years with an immediate focus on turning around low - performing schools and ensuring that students are receiving the support they need outside of school to take full advantage of improved teaching and learning inside of school.

Learning outside the classroom (LOtC) is known to raise attainment, improve behaviour and engage all pupils in their learning, particularly those who may not thrive inside the classroom enviLearning outside the classroom (LOtC) is known to raise attainment, improve behaviour and engage all pupils in their learning, particularly those who may not thrive inside the classroom envilearning, particularly those who may not thrive inside the classroom environment.

Let's find ways to work with local businesses and subject matter experts to connect core curriculum to the outside world and design engaging learning experiences in and out of the classroom.

The Sto - Rox administration has been «awesome,» Martini said, offering nothing but encouragement for his efforts to engage in outside professional learning opportunities.

Join this webinar on May 24 to learn strategies for preparing students to listen, empathize, and engage in the world outside of the classroom.

The overarching goal of our framework for K - 12 science education is to ensure that by the end of 12th grade, all students have some appreciation of the beauty and wonder of science; possess sufficient knowledge of science and engineering to engage in public discussions on related issues; are careful consumers of scientific and technological information related to their everyday lives; are able to continue to learn about science outside school; and have the skills to enter careers of their choice, including (but not limited to) careers in science, engineering, and technology.

The overarching goal of the Framework for K - 12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (National Research Council, 2012, Summary, para. 2) is to «ensure that by the end of 12th grade all students have some appreciation of the beauty and wonder of science; possess sufficient knowledge of science and engineering to engage in public discussions on related issues; are careful consumers of scientific and technological information related to their everyday lives; are able to continue to learn about science outside school; and have the skills to enter careers of their choice, including (but not limited to) careers in science, engineering, and technology (p. 1).»

In online learning terms, thinking outside the box means that if you're having difficulties engaging learners, you need to approach it in a different waIn online learning terms, thinking outside the box means that if you're having difficulties engaging learners, you need to approach it in a different wain a different way.

Our students engage in authentic and immersive learning experiences outside of the regular schedule, such as coding, dance, art, and robotics.

However, the majority of students engaged in the program find VHS has enriched their high school learning experience and provided them with important new skills in digital literacy, outside the box thinking, and time management.

The High School for Global Citizenship is a community of active learners and problem solvers who are engaged participants in a multidisciplinary and experiential approach to learning both in and outside of the classroom.

Malverne High School has a culture that encourages students to engage in rigorous coursework while maintaining a «success for all students» philosophy that is built around expanding learning opportunities well outside the traditional school day.

Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies

The National Education Technology Plan, released in 2010, recommended that «all learners... have engaging and empowering learning experiences both in and outside of school that prepares them to be active, creative, knowledgeable, and ethical participants in our globally networked society» (U.S. Department of Education, 2010b).

«Making sure each child is engaged in learning is one of the five tenets of the Whole Child approach to education for a reason: it ensures that our children are invested in their own success and prepared to encounter challenges in and outside of school.

PLT workshops are designed to help educators engage students in learning about the environment — both outside and in the classroom.

Each of these lifelong learning skills can be leveraged, not only for success in a postsecondary classroom or career, but also to navigate relationships, make practical decisions, explore life options, and engage meaningfully with society outside of the classroom or workforce.

This outreach afforded other local educators the opportunity to share in this learning experience, but it also gave teachers and administrators a chance to engage with educators outside their own school.

«The new standards lead with learning by focusing on encouraging students to engage in deeper learning — to take ownership of their learning, becoming more effective learners in and outside the classroom.»

Youth then learn these behaviors and can engage in strategic thinking and persistent behavior outside the youth program.

Other times, it means we adapt and evolve in more significant ways — we engage with customers in a social network we've never used before, step outside our comfort zone and learn to use live video broadcasts or even embrace an entirely new and somewhat intimidating technology.

Neither «outside» nor «in,» as he's never registered with a particular tribe but has engaged with tribes around the country, Kahlhamer has learned about American - Indian traditions, contemporary culture, and stereotypes at powwows, reservations, and anthropological museums, and on road trips around the US.

Suicide, attempted suicide or any intentionally self - inflicted injury of you, a traveling companion, family member or business partner booked to travel with you, while sane or insane; an act of declared or undeclared war; participating in maneuvers or training exercises of an armed service, except while participating in weekend or summer training for the reserve forces of the United States, including the National Guard; riding or driving in races, or speed or endurance competitions or events; mountaineering (engaging in the sport of scaling mountains generally requiring the use of picks, ropes, or other special equipment); participating as a member of a team in an organized sporting competition or participating as a professional in a stunt, athletic or sporting event or competition; participating in skydiving or parachuting, parasailing, hang gliding, bungee cord jumping, extreme skiing, skiing outside marked trails or heli - skiing, mountaineering, any race, speed contests not including any of the regatta races, spelunking or caving, hot air ballooning, or scuba diving if the depth exceeds 120 feet (40 meters) or if you are not certified to dive and a dive master is not present during the dive; piloting or learning to pilot or acting as a member of the crew of any aircraft; being intoxicated or under the influence of any controlled substance unless as administered or prescribed by a legally qualified physician; the commission of or attempt to commit a felony or being engaged in an illegal occupation; normal childbirth or pregnancy (except complications of pregnancy) or voluntarily induced abortion; dental treatment (except as coverage is otherwise specifically provided herein); amounts which exceed the maximum benefit amount for each coverage as shown in the Schedule of Benefits; due to a pre-existing condition, as defined in the plan documents.

Understanding Behavior from the Outside In is a dynamic and engaging interactive learning experience that can be adapted to any size group, from 24 to 200.

The therapy is considered complete when couples can reliably engage in changed interaction patterns learned in therapy outside of the therapy environment.