Sentences with phrase «focus on student learning instead»

Approaches range from self - directed learning to Montessori - style schools, but most focus on student learning instead of school structure.

Not exact matches

Refrain from grading the first assignment (s) each semester; write comments, mark incorrect answers, and allow for revisions, so that students focus on the learning instead of just the grade.

; it is weak in science and technology education often mass producing ill - educated or barely literate graduates in arts and humanities; ignores the critical role of economics, management and entrepreneurship education in the context of developing nations; destroys innovation and creativity through outdated teaching methods instead of focusing on fostering the student's own independent learning and creative thinking; and is insufficiently focused on adult, vocational and technical education.

Instead of a top - down approach, the teacher has proceeded from the bottom up, putting the focus on each student to be the agent in the learning process.

As a result of their mindset shifting, teachers like Mrs. Cox are able to focus on their true passion, which is helping students learn by planning the «how» instead of the what, when, or why.

Instead the system requires students to rote learn and move on while teaching staff focus on data collection and admin rather than people.

Online and blended learning have the potential to dramatically transform our education system by being able to individualize for each student's distinct learning needs (just look at the results from Carpe Diem, KIPP Empower, or Rocketship Education), but whether it does so will have a lot to do with policy — whether we change the incentives and focus not on merely serving students and micro-managing the inputs, but instead focusing on the student outcomes and leaving behind an antiquated factory - model system for a student - centric one.

What would be great to see is Microsoft move away from just focusing on the content creation marketplace of its traditional Office suite and instead leverage its acquisition of LinkedIn and Lynda.com to do three things: support competency - based learning — through badges, portfolios, and rich profiles for all students; invest in building students» social capital — a key determinant of life success that education typically ignores — in a deliberate way; and, through both of these efforts, help students discover and cultivate their true passions.

Instead of focusing the education conversation around a select number of hot topics ~ often related to school governance ~ we should focus our efforts on overcoming larger societal realities and their impact on student learning.

Instead, we should focus our energy on finding ways to provide teachers with better knowledge about their students» learning and how to use it.

Instead of offering a full - time program that drew students away from traditional settings, the program focused on filling curricular gaps and expanding access to additional courses and learning opportunities.

As a result of all these factors, Vietnam has begun to recognise that rote learning is not enough and is instead focused on developing a student - centred curriculum to foster critical thinking.

Author and Education Week blogger Starr Sackstein offers some quick tips for teachers who want to stop marking student progress with letters and numbers, and instead focus on ongoing learning.

It is conceivable therefore that top brands such as Harvard, Yale, and others might be one day delivering practical training in medicine and engineering to students who never set foot on campus, but instead receive learning through focused, specialized support centers deployed around the globe.

When teachers are assessment literate, they effectively use assessments to identify student strengths and weaknesses, avoid spending time covering concepts students already understand and focusing instead on what students are ready to learn.

Instead of focusing on what we expect of our students upon graduation, the discussion of standards has become complicated by political agendas, teacher evaluations, school rankings, the challenges of computerized test platforms, and a myriad of topics that distract from the original goal, which is to establish benchmarks for student learning.

Focus on engaging strategies like project - based learning to open the door to learning, instead of forcing students through it.

Instead of focusing on math and science classrooms, educators will learn how to integrate STEM broadly across curricula to ensure that it reaches all students, including those who are presently underrepresented in STEM - based careers.

If, instead, the purpose is to focus on student learning, then educators need to examine whether their current practice is aligned with that outcome.

Instead, feedback must feed forward and should be based on a growth model focused on student learning in classrooms and professional learning for a teacher.

Instead of focusing on improvements in student learning, the trending topic is NJEA leaders» desperate attempt to unseat Senate President Steve Sweeney because he acted in a statesmanlike manner and made the astute decision to pull back...

In this way, Vega moves away from the traditional academic approach of focusing solely on a final grade, and instead teaches parents and students alike to talk about the many varied learning experiences and opportunities that shape a young mind.

Instead of focusing on tests and rote memorization, he recommends personalized learning that is organic and molded after the specific interests and needs of students.

Instead of focusing on improvements in student learning, the trending topic is NJEA leaders» desperate attempt to unseat Senate President Steve Sweeney because he acted in a statesmanlike manner and made the astute decision to pull back a referendum on an amendment that would require the state to make $ 20 billion in pension payments over the next five years.

Miller is a strong proponent of testing, but says states went to the extreme after No Child Left Behind became law by putting all their efforts on teaching to the test instead of focusing on changing teaching methods to improve student learning.

We moved well beyond skills acquisition or a focus on software applications, and instead created a context of use within which preservice teachers learned by designing learning opportunities for real students in real classrooms (Figure 1).

Since these tests are mostly multiple - choice, students focus on rote learning to identify correct answers instead of learning to think and apply their knowledge.»

This result indicates that a fairly high percentage of MMC participants demonstrated a lower level of assessing effectiveness of lessons; that is, they tended to focus on instructional strategies they used as teachers instead of examining whether students made progress toward the learning goals of the lesson.

Established routines for transitions help students focus on learning instead of non-instructional activities.

A growing numbers of states and districts are embracing competency - based education, focusing on student mastery of critical competencies instead of seat - time requirements that communicate little about the quality of learning.

At the time, the district's technology plan focused on network infrastructure and supporting existing goals, instead of what Spence was hearing from his faculty — using technology to transform the learning environment for students.

Because jobs are now morphing more quickly than they used to, vocational programs are less likely to focus exclusively on training for one occupation and are instead designed to enable the student to move skillfully around a family of jobs and learn quickly as the demands of those jobs change.

Instead, the speakers point out that, through deliberate and sustained action, policymakers can have a greater impact on improving teacher quality and student learning in the nation's schools by focusing on leadership.

Too often, however, coaches are unable to do their work because they're asked to do quasi-administrative tasks instead of focusing on student learning, have unclear goals concerning what they are to accomplish in their schools, and don't receive adequate training.

Instead of focusing on the memorization of answers that others have already figured out, Design Thinking schools challenge students to generate new solutions by using an iterative process that includes asking insightful questions and learning from mistakes.

When students are seen as partners instead of recipients in service learning, this method can foster Meaningful Student Involvement when it is focused on transforming education.

An outcome - oriented approach to accreditation would call for reframing Standard 302 so that, instead of focusing on the areas and types of instruction that the law school should provide, the Standard would instead focus on the types of lessons the students should have learned... by the time of graduation from law school.

Next comes Terri Enns and Monte Smith's article, entitled, «Take a (Cognitive) Load Off: Creating Space to Allow First - Year Legal Writing Students to Focus on Analytical and Writing Processes,» in which Terri and Monte encourage us to focus the students» attention away from the documents they write — the products — and focus on writing and analysis — the processes.8 Terri and Monte's article provide us with a discussion of the cognitive blocks that «impede -LSB--RSB- first - year law students» ability to learn analytical and writing processes at the same time that the students are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing tasksStudents to Focus on Analytical and Writing Processes,» in which Terri and Monte encourage us to focus the students» attention away from the documents they write — the products — and focus on writing and analysis — the processes.8 Terri and Monte's article provide us with a discussion of the cognitive blocks that «impede -LSB--RSB- first - year law students» ability to learn analytical and writing processes at the same time that the students are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing tasks.&rFocus on Analytical and Writing Processes,» in which Terri and Monte encourage us to focus the students» attention away from the documents they write — the products — and focus on writing and analysis — the processes.8 Terri and Monte's article provide us with a discussion of the cognitive blocks that «impede -LSB--RSB- first - year law students» ability to learn analytical and writing processes at the same time that the students are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing tasks.&rfocus the students» attention away from the documents they write — the products — and focus on writing and analysis — the processes.8 Terri and Monte's article provide us with a discussion of the cognitive blocks that «impede -LSB--RSB- first - year law students» ability to learn analytical and writing processes at the same time that the students are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing tasksstudents» attention away from the documents they write — the products — and focus on writing and analysis — the processes.8 Terri and Monte's article provide us with a discussion of the cognitive blocks that «impede -LSB--RSB- first - year law students» ability to learn analytical and writing processes at the same time that the students are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing tasks.&rfocus on writing and analysis — the processes.8 Terri and Monte's article provide us with a discussion of the cognitive blocks that «impede -LSB--RSB- first - year law students» ability to learn analytical and writing processes at the same time that the students are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing tasksstudents» ability to learn analytical and writing processes at the same time that the students are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing tasksstudents are producing written analysis for a grade,» as well as describing exercises that Terri and Monte have used in class to assist the students in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing tasksstudents in refocusing on the writing and analytical processes, instead of the products.9 And Terri and Monte's article concludes with a proposal of devoting a portion of class to processes, 10 in hopes that «[g] reater understanding and the adoption of that doctrine [the processes] should improve the students» ability to transfer their new knowledge to new analysis and writing tasksstudents» ability to transfer their new knowledge to new analysis and writing tasks.»

Our drivers education instructors teach students using our custom Ignition curriculum that focuses on classroom discussions and interactive learning instead of lectures and outdated videos.

In this particular meta - analysis, researchers reviewed results of studies on 82 school - based, social and emotional learning interventions that were universal, or administered to all students instead of focusing on those with specific social or behavioral problems.