Sentences with phrase «instruction approach begins»

Not exact matches

This order of approach, first the proclamation, then the beginning of instruction in morals, first kerygma, then didaché, seems to have been thoroughly characteristic of the Christian mission; it is precisely this order, first kerygma.

A multimodal learning system is also beginning to emerge: instructor - centered learning, which is the traditional approach, but with technology that helps the teacher mediate the delivery of courseware and instruction; pupil - centered learning, in which the student uses Internet resources to expand learning experiences; and collaborative learning, in which the student and others on the Internet work together on cross-disciplinary projects concerning open - ended problems.

Here's how this approach might look from the perspective of a team of three eighth - grade science teachers who begin planning together their next unit of instruction on the scientific method.

This approach to reading instruction — where discrete skills are broken down into bite - sized chunks and taught explicitly, largely independent of texts — works for beginning readers.

Although this approach to planning instruction is more powerful, in most cases it is not recommended for use by beginning Science IDEAS teachers unless they are provided with support of more experienced Science IDEAS teachers.

For example, teachers are beginning to design learning opportunities that mirror the math collaborative's formative assessment lesson approach, including incorporating into their day - to - day instruction and student work the strategies of asking probing questions and engaging students in collaborative learning.

The single - school [PLC structure] mattered because all teachers developed a shared understanding of differentiated instruction based on practice, began to see how students and instruction aligned (or did not) across grade levels, and developed some joint problem - solving approaches.

T he history of beginning reading instruction in the United States has been characterized as a «great debate» pitting code - emphasis approaches against meaning - emphasis approaches (e.g., Bond & Dykstra, 1967; Chall, 1967).

As I said in the beginning, the most important contribution of Fabrice Jaumont's book is that it takes an approach to bilingual education that returns the power to ethnolinguistic communities and their desire for the bilingual instruction of their children.

But, when one examines the way in which the intense focus on teacher quality is matched to the Finnish approach to accountability, curriculum, instruction, and school management, then one begins to see that teacher quality in Finland is not the result of an unmatchable culture, but rather of a specific, integrated system of policies and structures that other nations can emulate.

This principle seems applicable for preservice or novice teachers who are just beginning to learn about current approaches to curriculum, instruction, and student learning.

A great place to begin your leadership journey with KIPP is in the classroom where you learn KIPP's approach to joyful culture and rigorous instruction firsthand.

A direct instruction approach provides students with specific skills - based instruction from their teachers at the beginning of new lessons followed by both guided and independent practice.