Sentences with phrase «just teach content»

When we teach literature, we don't just teach the content on the page — we teach the historical context of the writer, the choice of medium and ways in which the medium was used.

«There is a difference between teachers that just teach content and those that teach students,» says Amy Adams, a high school teacher in Iowa.

We don't just teach content marketing — we built our company with it.

I always stress to my teachers that they're not just teaching content, they're teaching children and then the content.

You really just taught me content, and I wouldn't have it if it weren't for you.

Not exact matches

In our college also where we teach digital marketing course in Pune (https://www.veda-edu.com/courses/certified-course/digital-marketing-course-in-pune/) we see now students are also very curious about developing content not just for their website blog but for whole umbrella of digital media.

Be sure that at least 2 / 3rds of your content is teaching your readers, not just selling or pontificating.

(Col 3:9, 10) The members of the churches are content just to listen to a preacher preach from the pulpit, with each individual member never making any effort to follow Jesus life course and teach others what the Bible really teaches.

And Judas was not content to let Jesus just sit around and teach.

If revelation has sought to teach us of the mysteries of the Trinity transcending human reason, we must remember that its reflection began in the effort to understand just how God and the person of Jesus are to be related, and must make allowance for the partial or total eclipse of specific revelational content by the overlay of philosophical speculation.

I'm not trying to insult the intelligence of parents or point the finger for not caring about the skill level of their child's teacher; I just think that the humanity of teaching trumps the content for parents of elementary - aged kids.

«It teaches them that it's not just about content; it's about cultivating habits of mind that are the underpinnings of deeper scholarship.»

There are also simple lessons that teach kids how to easily pick out ads and sponsored content by just looking for visual cues.

Building the prior knowledge of students is also part of our job — and not just knowledge about the content we teach, but also about the world.

From the teacher perspective, every teacher has a little bit of sway, in their hours of the day and so on... everyone has a little bit of headroom, about say 20 per cent of the time could be diverted away from just teaching [traditional content] to pay more attention to its deepening through skills acquisition.

But teaching is not just about content delivery: an effective lesson leads students to explore, question, and understand.

I'm not saying, «Don't do PBL after testing,» just that if you truly want to leverage PBL and capitalize on its strengths, use it to teach content that will be on the test.

Dr Chris Campbell explains how a new digital resource project is encouraging educators and students to become curators, rather than just consumers, of teaching and learning content.

Video resources are a common teaching tool and devices such as digital cameras, smartphones and tablets are enabling students and educators to become creators, not just consumers, of content.

«I come back ready to teach students, not just teach the same old content.»

The law should further specify that the science and social science assessments be cumulative and comprehensive, and not focused just on the content taught during the tested grade level.

To do this, we need to think about schools as places that teach students themselves to take on the civil rights struggle, not just as academies that prepare students passively to receive the benefits — equal educational opportunities, equal content knowledge and skills — that the struggle confers.

We have students in this state who are, through no fault of the teachers, but just because of the history in that school, or the training and preparation of those teachers, or the lack of resources or whatever it may be — those teachers are teaching material that is one year, two years below (in content sophistication) what it needs to be.

That said, you should be prepared to work through it with your students, prepared to support the teaching of kindness which, for many students, will be just as important as any other content area you teach them.

Michael Gove made it clearly that they would just outline the content without telling teachers how to teach it.

Content: More than just a «how - to» regarding the Rubik's Cube, this site offers unique lessons and materials for teaching a variety of concepts to students using the famous hand - held puzzle.

Likewise, consider the content introduced to teach the children the letter «B.» This lesson, though apparently simple, was just too abstract for young children.

It's just revisiting assumptions regarding the structure, delivery, and content of schooling with an eye to improving teaching and learning.

There is no content here just for A-Level as I designed the bundle to thoroughly teach all aspects needed for the most able at KS4.

In the article Teaching preschoolers learning strategies: «What» meets «how», authors Felicia R. Truong, Ed.D. (AppleTree Institute's Director of Curriculum and Content) and Abby G. Carlson, Ph.D. (AppleTree Institute's Director of Research and Evaluation) state that «children need to know how to learn not just what to learn» and write about how AppleTree's instructional model Every Child Ready helps educators do this.

Investigation / Formative assessment as needed to ensure that students are not just «practicing perfectly» but also to teach skills and content in a context that is authentic and meaningful for students.

When I write lesson plans and plug in the standards, it makes absolutely no difference what actual content I'm teaching — the standards are completely divorced from content and I can recycle the same standards - aligned plan over and over again, just plugging in some piece, any piece, of reading.

Both educators and the public are beginning to better understand that success for our students, beyond high school and through college and careers, means that teaching and learning must focus on more than just core academic content — and that students do not gain social and emotional competencies at the expense of rigorous academics.

This example is just one way effective teachers plan for managing student response rates that maximize engagement to help students process and / or elaborate on new information, as well as review previously taught content.

At Foothills High, for example, the teachers agreed to embrace just three initiatives that would provide consistency for students and a common set of schoolwide teaching experiences for themselves: (1) sustained silent reading to increase time spent with print and to develop the reading habit, (2) use of multiple books and sources to give students experiences with a variety of engaging print genres, and (3) use of lesson impressions (Brozo & Simpson, 2007) to generate interest in class topics and create regular opportunities for content - focused writing.

«I see innovative lessons, I see our students engaged, I see them teaching relative content, and I'm just so proud of the teachers that we have this year as Teacher of the Year because they inspire me to be a better leader.»

As for teaching techniques, organization, time management, content knowledge, pedagogy techniques, etc. as all just as pertinent as they were in the traditional classroom.

Collaboration, Technology Literacy and even Presentation Skill should be taught and assessed in a grade just as much as the content standards.

Being a teacher isn't just about teaching content — you're also helping to form character and helping young people find themselves as individuals.

Getting someone to signup to your email list is just the beginning; you need to build that relationship by caring about them, teaching them useful stuff, sharing interesting content, and writing emails that are worth opening... consistently.

Here are just some of the things this eBook will enable you to do: • Play your way to a quiet and contented dog • Use Games & Tricks to teach manners quickly and effectively • Find the right toys for your dog • Use play to solve problems, rather than create them • Decide if organized classes are right for you and your dog • Impress your friends with your dog's new set of tricks

But these crappy twenty - something jobs taught me a painful lesson about JUST how hard it was to be even moderately content if your job sucked.

And the people who would hire him, they're not thinking they're gonna hire him when he talks, but because he gave great content, and then in the middle of his content, as he was sharing some of the keys to protecting your IP, he gave away a free gift that reinforced what he just taught.

Many come with pre-loaded educational content, and considering that tablet OSes are being taught as early as grade school, just giving a child a chance to explore a digital interface can put them ahead.

Besides, you can use our samples as a starting point for your own teaching resume, international resume format or any other kind of resume, but you just need to understand that the content of your resume needs to reflect you personally and of course the specific post that you are applying for!

«As we know, teaching Indigenous content in schools is particularly important, not just for Aboriginal and Torres Strait Islander children who need to see their culture respected and valued in the classroom; but equally for all children to learn the true history of this country.