Sentences with phrase «engaging than the instruction»

Not exact matches

A University of Texas at Dallas team is exploring whether teaching real - world science through a popular computer game may offer a more engaging and effective educational approach than traditional concepts of instruction.

Urban students in grades seven and eight who were engaged in the LeTUS inquiry - based science curriculum demonstrated higher standardized test scores than students engaged in traditional instruction in a sample of 5,000 students.

Specific lines of inquiry will include: engaging complexity (developing tools to support learners to engage with complex contemporary issues); developing global thinking / competence (fostering perspective taking, empathy, recognizing perspectives); transfer of learning; balancing reflection and intuition; and emergent aspects of learning (how some understandings and skills may emerge best through bottom - up processes as rather than through direct instruction).

Specific lines of inquiry include: engaging complexity (developing tools to support learners to engage with complex contemporary issues); developing global thinking / competence (fostering perspective taking, empathy, recognizing perspectives); transfer of learning; balancing reflection and intuition; and emergent aspects of learning (how some understandings and skills may emerge best through bottom - up processes as rather than through direct instruction).

More than two ‑ thirds of participants in our Stanford study reported that using TES materials had a strong positive impact on the quality of their instruction, helping them develop effective lessons, engage students, and introduce new pedagogical methods.

«I wanted to teach in a way that was engaging and more inclusive than typical instruction....

Furthermore, the «test prep» complaint fails to account for the fact that Success Academy students get more science instruction than their peers - and frequently engage in the type of deep learning we described earlier.

The study revealed that students participating in Science4Us showed greater achievement in science than those engaged in traditional science instruction.

In fact, they were potentially less engaging than the teachers» typical non-IWB instruction.

Of the hundreds of classes that I've observed in recent years, fewer than 1 in 20 were engaged in instruction designed to teach students to think instead of merely drilling for the test.

Because students become more engaged, they may also learn at a much deeper level than through traditional instruction.

One study, for example, found that engaging children in acting out words after explicitly defining them enhanced word learning as measured by standardized assessments later on.28 In other words, when teachers made children aware of the meaning of the words and then engaged them in using those words in a meaningful context, children achieved greater gains than from explicit instruction alone.

Continuing in this tradition, Taylor et al. (2000) found that accomplished primary grade teachers provided more small - group than whole - group instruction, had high pupil engagement, had a preferred teaching style of coaching as opposed to telling, and engaged students in more higher - level thinking related to reading than other teachers.

This creates opportunities for deeper or more authentic learning than traditional «skill and drill» instruction, because community - based learning draws on students» prior knowledge and experiences, engages them in problem - or project - based instruction, and helps them see the connections between academic content and real - world contexts.

A curriculum comparison study that followed children to age 23 found that, as they grew, children who had direct instruction in preschool engaged in more misconduct than those who had more play - based curricula.

For instance, due to their interaction with the standards and curriculum, teachers have reported feeling more engaged in their instruction than they were in the past with pre-developed resources made by publishers or district - level staff.32

Teachers in the United States spend far more time engaged in active instruction than teachers in other high - performing countries.1 Based on self - reported data, teachers in the United States spend 27 hours teaching out of 45 hours of work per week.2 Compare this with teachers in Singapore, who teach for only 17 hours per week, or teachers in Finland, who teach for a total of 21 hours per week.3 Schools in these countries prioritize time for planning and collaboration, recognizing that developing and executing lessons take time and preparation.4 According to a recent analysis of more than 140 school districts, the average length of a U.S. teacher's workday is 7.5 hours.5 In another analysis of more than 120 school districts, the most common length of time allotted for planning was 45 minutes per day.6 In this short time, teachers must grade student work, plan for future lessons, engage with families, and complete necessary paperwork.

Professionally engaged teachers, in other words, teachers who were committed to the profession by keeping an open door policy, were more likely to use the computer in their classroom instruction than were private, or closed door, school teachers.

He discusses four trends in instruction that encourage shallow thinking and reading and limit both the amount and quality of true reading students engage in: (1) Schools value the development of test - takers more than the development of readers; (2) Schools limit authentic reading experiences; (3) Teachers overteach books; and (4) Teachers underteach books.

An inspirational presenter and engaging trainer, Susan has logged more than 3,000 hours leading webinar and live coach - training instruction for the Certified Career Management Coach program, Certified Executive & Leadership Development Coach program, Certified Job Search Strategist program, and Certified Social Media Career Strategist program offered through www.TheAcademies.com.

New Life Christian Fellowship (Jacksonville, FL) 1992 — 2005 Director, Youth Education & Missions • Direct Youth and Children's Ministry, Bible school, and International Missions Department • Responsible for instruction, college guidance, student discipline, and parent - teacher relations • Create a challenging and engaging school curriculum for children of varying backgrounds and skill sets • Design and implement educational special events serving more than 250 children each week • Train and manage teachers and volunteer teams ensuring effective daily operations and adherence to corporate protocols • Effectively raise approximately $ 90,000 in private donations for yearly international youth missions trips

And I see them engage and connect with me on a different level» than with other instruction.

B. Individuals who are actively engaged in the real estate profession other than as sole proprietors, partners, corporate officers, or branch office managers, in order to qualify for REALTOR ® Membership, shall at the time of application, be associated either as an employee or as an independent contractor with a Designated REALTOR ® Member of the Association or a Designated REALTOR ® Member of another Association (if a Secondary Member) and maintain a current, valid Florida real estate broker's or salesperson's license or be licensed, registered, or certified by an appropriate state regulatory agency to engage in the appraisal of real property, shall complete, within sixty (60) days of making application, a course of instruction covering the Bylaws and Rules and Regulations of the Association, the Bylaws of the State Association, and the Constitution and Bylaws and Code of Ethics of the NATIONAL ASSOCIATION OF REALTORS ®, shall pass such reasonable and nondiscriminatory written examination thereon as may be required by the Board of Directors, and shall agree in writing or by electronic agreement that if elected to membership they will abide by the Code of Ethics of the NATIONAL ASSOCIATION OF REALTORS ®, and by the Constitution, Bylaws, and Rules and Regulations of the local Board, State Association, and the National Association.