Sentences with phrase «idea about your learners»

Even if you think you've got a good idea about your learners, there's no substitute for asking them directly.

Not exact matches

In this workbook learners will explore their own ideas about self - confidence, dealing with stress and preparing for exams, and they will try out some strategies for dealing with exam nerves before they happen.

The guides include discussion questions and activity ideas to encourage learners to ask and answer questions about films that reflect different cultures and ways of life around the world.

As an expert in your module topic, you will have a clear idea in mind about what learners might need to know in order to feel that they have expertise or new skills that you want them to have.

Depending on the age of your online learners, they might have different ideas about DOS.

Through films, posters, assemblies, and lesson ideas tailored for Key Stages 2 and 3, and focusing on Fairtrade in Geography, Citizenship or PSHE, learners can find out about where our cocoa comes from, who's involved in getting it to us, and understand how the choices we make have an impact thousands of miles away.

There are times when corporate learners may be reluctant or wary about the idea of online training.

«We are seeing learners taking a greater responsibility for their work and if there is one little kernel that is right back to what we are on about it, it is that they own their own learning — teachers don't own it for them, they are not transmitting to students what they need to learn, it is learners having an environment; the constructivist idea of education where they grow themselves, self - directed.

Online learners are only able to talk about the topic and create eLearning materials if they know the key concepts and ideas.

«It's about embracing the idea that diversity is the reality and that each child is a unique learner,» said NIUSI's director, Elizabeth Kozleski.

For some more ideas about how to start in getting the right blend in blended learning, check out this resource that focuses on the student (in our case, learner) experience, or this one on creating an effective blended eLearning strategy.

Wondering about the marketing ideas and principles that you can apply in your eLearning course design to increase learner engagement and excitement?

«Learning in the 21st century is all about social learning — working on a goal, idea, or project with a group of diverse learners.

You often have some ideas about what instructional treatment you want to give to your content or how you want to present it to your learners.

For example, if you show the learner a page of text, and then ask them some multiple choice questions about the text's content, what you're actually testing is whether they can remember what they've read; you still have no idea whether they can actually use this information.

This is an idea that I had not thought much about before, but now believe that it is essential, especially in helping at - risk learners.

First, when it comes to articulated beliefs about what constitutes appropriate instruction for early adolescents, both groups are proponents of instruction that: (1) is theme based, (2) is interdisciplinary, (3) fosters student self - direction and independence, (4) promotes self - understanding, (5) incorporates basic skills, (6) is relevant to the learner and thus based on study of significant problems, (7) is student - centered, (8) promotes student discovery, (9) values group interaction, (10) is built upon student interest, (11) encourages critical and creative exploration of ideas, and (12) promotes student self - evaluation (e.g., Currier, 1986; Kaplan, 1979; Maker & Nielson, 1995; Stevenson, 1992).

A clear idea of how you want to impact your learner gives you better direction and focus going forward, while allowing you to think about the best delivery method.

Learner - centered problem: When answering questions about literature, students tend to zoom in on characters and their feelings about them without stepping back to consider the main idea of the story.

You learners will have spent extra time thinking about the question you posed, and gathering and publishing their responses will show them that their ideas are important to you.

Ultimately, the faculty settled on the following learner - centered problem: «When answering questions about literature, students zoom in on characters and their feelings about them without stepping back to consider the main idea of the story.»

After several visits to local schools to learn more about the technology they're using to develop 21st - century learners, the idea of micro-credentials being a valuable part of a teacher candidate's training at UCF became clear.

After working with hundreds of K — 12 schools across the United States and Canada over the last 10 years, I have come to define student voice as any expression learners make about education, schools, or learning, including their ideas, wisdom, and actions.

Yet, in nearly every classroom, English language learners (ELLs) often struggle to communicate their feelings, ideas, and thoughts because they are not confident about how to phrase things.

District policy also indicated that learners should «evaluate different texts» and «establish and justify personal opinions of various literary forms,» but teachers were offered no explicit guidelines about helping students articulate ideas about text.

These strategies include probing students to elaborate on their thinking, publicly recognizing student ideas, providing time during lessons for students to think extensively about problem solutions, being open to a variety of ways of thinking about mathematical ideas, and positioning oneself as a learner by listening carefully and building on student ideas during teaching (van Es & Sherin, 2010).

Perhaps a more provocative idea could have been for him to have stated that effective teaching methods are diverse and there is little point in worrying about how learning is conveyed so long as the learner can demonstrate a love of learning, an awareness of how to learn and the requisite knowledge that one needs to achieve what one needs to achieve.

It didn't take long for my students to debunk the myths that sometimes go along with the idea of teaching the gifted population, and it took an even shorter amount of time for me to change my ideas about teaching gifted learners.

When I first began my quest as a teacher of gifted learners, I had no idea the learning that I was about to embark upon.

And administrators will continue on as innovative ideas about how best to reach learners emerge.

When learners work until the point that a skill becomes automatic and knowledge is instantly accessible, working memory is freed up to think about more interesting ideas.

In order to make judgements about ideas or products, learners will need guided practice.

We understood that while the learner had a good idea about how a shop floor looks, he needs help on gauging how it can best be utilized to merchandise his products.

AR: I loved what you said about how when you support teacher learning conversations, the magic isn't in the protocol, but in the mindset, and in understanding how we create the conditions for that mindset to develop, like the idea of the public learner.

High - quality instruction has special significance during the PreK - 3rd years, when children master foundational skills and concepts, develop attitudes toward school, and form ideas about themselves as learners.

Problem - based learning is not about succeeding or failing: it is about being an active learner, continually building upon and testing ideas.

Young learners - especially teenage learners - are at the point in their life when they are developing their own ideas about the world around them, especially the world beyond their immediate surroundings.

Reaching Out to Latino Families of English Language Learners includes practical tips and tools, including reproducible form letters in English and Spanish, that can help teachers solicit valuable information about students from their families, extend families» knowledge of how U.S. schools operate and provide families with ideas for helping students with their schoolwork at home.

CWP's political activities included hosting a dinner where people living in poverty ate a meal with members of parliament and other decision - makers, and discussed their experiences of poverty and ideas about how to address it; organizing policy summits where people living in poverty could collaborate with social policy experts and academics to develop recommendations for addressing poverty; and offering an online course on Canada's obligations to address poverty under international human rights law, those living in poverty could join a community of learners to discuss topics of the day.

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