Sentences with phrase «knowledge of students just»

Not exact matches

These actions directly led to the group's rescue, but more importantly gave students the knowledge that grace and love were available to them, not just because of who they are but because of who Jesus is.

One of the fundamental beliefs of deeper - learning advocates is that these practices — revising work over and over, with frequent critiques; persisting at long - term projects; dealing with the frustrations of hands - on experimentation — develop not just students» content knowledge and intellectual ability, but their noncognitive capacities as well: what Camille Farrington would call academic perseverance and what others might call grit or resilience.

With more than a decade of experience as elementary school teacher and parent educator, Amanda Morin has discovered that teaching is more than just lesson plans, it's an interactive process that involves parents, teachers and students working together to create a base of knowledge.

«The era whereby students can just misapply the opportunity given to them through tablets of knowledge has gone because there is a law being enacted by the State House of Assembly prohibiting such act and whoever breaches it would face the consequences.

Our ideal supervisor has to be someone with not just knowledge and expertise, but also a passion for mentoring and a personal interest in the welfare of the students being overseen.

Now, I am off to Claflin University to pass along my knowledge and love of chemistry to students just like me.

In one study of 1,651 high school students from three states, reading ability was just as important to students» science - class grades and scores on state - level science tests as the amount of science knowledge they had.

At Samatva Yogalaya, we emphasize on imparting our students the knowledge of teaching people rather than just teaching asana.

It seems like common sense, I know, but you'd be amazed how often most yoga teachers just project their knowledge and skill set onto their students without seeing them at all, without taking into account any of the needs that brought them to class in the first place.

Since the classes at Samatva Yogalaya have just about 12 students it becomes easy for the learners to apply their knowledge of yoga practically and become better skilled as yoga teachers and conduct yoga classes with more confidence.

I ran my first urban meditation day retreat just before Christmas and during the preparation of the day, the day itself, as well as with the feedback received from the students that attended, it made me realise how much knowledge you had shared with us - even more so than i had realised at the time.

Launching the learning in your classroom from the prior knowledge of your students and using this as a framework for future lessons is not only a scaffolding technique — many would agree it's just plain good teaching.

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.

By sharing my new work with students and receiving their thoughtful feedback, I'm demonstrating genuine enthusiasm about learning alongside them as a peer, not just as a dispenser of knowledge.

Thus, disparate impact doctrine, which is supposed to help minority groups, will, once again, inflict punishment on minority students, who will be forced to learn from teachers who demonstrate lower levels of literacy or who perhaps even lack basic knowledge — just one more reason the Supreme Court should have sent disparate impact to the dustbin of legal history.

In fact, it may be accurate to say that schools like the most effective schools in our study may be the first to produce students for whom these two types of cognitive ability are consistently decoupled, providing an opportunity to study just which kinds of outcomes are enabled by gains in crystallized knowledge alone.

Or maybe you are just tired of going over the same old Chemistry facts, time after time after time... Or perhaps you are being uber organised and sorting a place for your Chemistry students to record the «recall» knowledge as they learn about it.

As someone who works with disabled students and young professionals every day, I want to highlight the spectrum nature of having any disability and how teachers, and not just students, can more vigorously and with more acute knowledge, advocate for their own accommodations.

You can select which point you want to consolidate by simply the content page or just follow the order of the lesson You could use it as a review, grammatical introduction or even homework to consolidate your students» knowledge about: Vocabulary: Vacations Weather Hobbies Days of the week Extreme sports Movies TV programs Grammar: Suggestions Likes / dislikes Present continuous Each slide of the 31 - slide powerpoint comes with notes to help you guide your students.

Just as educators are pushing students to build a huge reservoir of knowledge, they are also focused on having students master material, sometimes at the expense of relevance.

The University of Washington's John Bransford and Andreas Schleicher, head of the Indicators and Analysis Division at the Organisation for Economic Cooperation and Development (OECD), maker of the PISA exam, believe students need dynamic problems to solve, ones that require real - world research and allow them to learn on the spot, not just apply prior knowledge.

We must carefully re-examine the relevance of what we teach, curate the traditional disciplines, add relevant modern disciplines, and place emphasis on more holistic «whole student» learning — not just knowledge but also skills, character, and meta - learning.

Just as younger students learn to read by connecting the words on the page to ideas they already understand, all of these programs introduced new content and vocabulary by connecting it with students» prior knowledge.

This active engagement is understood by students to be a sign of respect not just for their knowledge and insight, but also for their capacity to teach one another.

To quote from Fr, Heft's concluding chapter, «A Catholic high school that offers the education that it should will provide not only spiritual development, it will also provide a superior education, precisely because it will integrate knowledge; attend to both the heads and hearts of their students; engage parents more intimately in the education of their children; deepen their understanding and strengthen the practice of their faith; and prepare their graduates to enter thoughtfully a culture that offers opportunities and has needs, not just for technical skills, but even more for wisdom and generosity.»

At its core would be a performance view of understanding: student understanding means not just the ability to reproduce knowledge, but to generalize it in unscripted ways to new problems.

The Rule of Three for learning helps us as teachers to design our lessons with not only multiple opportunities for the students to acquire the skills and knowledge, but it helps us to deliberately increase the level of complexity and difficulty with each iteration, which, as it turns out, helps the students to remember more because they are experiencing the learning rather than just observing it.

JE: I'm thinking to myself, what would you say to those teachers listening, primary and secondary (we've touched on primary there but also secondary) who want to engage their students in this area, who want to engage them in Engineering — that aspect of STEM that we've talked about as underrepresented — but maybe they just don't feel comfortable with the subject area and the content knowledge.

Focused and accountable teaching requires on - going assessment of the core aim of schooling: whether students can wisely use and reflect upon, not just recall, knowledge in simulations of complex adult intellectual tasks.

Not in boring, multiple - choice daily quizzes, but with informal, engaging assessments that take more than just a snapshot of a student's knowledge at one moment in time.

Continuing to just build the knowledge of the student with low working memory but strong background knowledge isn't going to work.

As the focus on standards - readiness grows, educators need reassurance that they're not just teaching students how to pass a test, but also supporting their exploration, creativity, and deep understanding of applied knowledge.

I think for there to be long - standing change in American education that is widespread, rather than just on the margins, first of all, people have to see examples of places that are like their own places where the new kind of education really works, where students are learning deeply, where they can exhibit their knowledge publicly, and where everybody who looks at the kids says, «That's the kind of kids I want to have.»

And of course a broad and deep base of knowledge doesn't just assist students in reading nonfiction texts: it makes successful readers of fiction too, just as the knowledge that students derive from reading isn't exclusively from nonfiction.

And it's important to remember that NAEP is just one measure of student knowledge.

They just didn't help my students grasp key concepts like fraction operations or develop number sense, and they didn't instill in the children a deep understanding of the meaning behind math or how to apply content knowledge to real - world problems.

These educators were not just teaching students about the history of black life in America, they were showing them what their textbooks had left out, and therefore how whites controlled knowledge in the United States.

These resources focus on essay writing skills and revising knowledge of characters in an active game (though this could be done with students just writing notes on each character - feel free to adapt it to your needs).

So how can states build on the research base and knowledge regarding high - quality assessments in order to design systems that do not just meet the requirements of federal law but actually drive student learning to a higher level — especially for students from marginalized communities?

Last school year, the board approved eliminating standardized summative exams — those that test students» knowledge around the end of the school year — in social studies for all grades, and approved reducing science standardized summative tests from grades three through 11 to just grades four, six and 10.

I just hope that somewhere in the confluence of Superman, Facebook, and Oprah, attention can be focused on the long and arduous road ahead if we want to develop among our teachers and leaders the knowledge and skills necessary to ensure quality learning for all students.

We do a lot of evaluation of our scholars, and we fine tune our knowledge to the point where every teacher knows just what each student's weaknesses and strong suits are, and can teach accordingly.

A «standardized» test elicits just what its name suggests i.e. a streamlined and fixed way to evaluate a student's acquisition of knowledge.

In the 2010 - 2011 school year, just 14 percent of MPS students scored at or above proficient on the state reading assessment, the Wisconsin Knowledge and Concept Examinations, compared to 35.8 percent statewide.

As learning institutions bestowed with the societal charge of preparing informed citizens and knowledge workers, schools must help their students and graduates master the dominant information landscape of today and tomorrow, not just yesterday.

Though I knew then that reading aloud wasn't just a time - filler or something to do when students were cooling down after physical activity, now I know that my students were developing new vocabulary and building knowledge of the world as I whisked them away to exciting new places and helped them undergo new experiences and adventures.

But as new standardized tests and teacher evaluations were linked to the standards, and as another presidential election looms, the Common Core has become more than just a set of basic expectations for knowledge and skills students should have when they graduate from high school.

These tasks are cross curricular in nature and cover a variety of subjects that help students apply knowledge from many different areas, just like they would have to do in the real world.

Teachers become more aware of language structures in one content area and transfer this knowledge to other content areas, just as the students do.

As importantly, turnover impacts the achievement of all students in a school, not just those with a new teacher, by disrupting school stability, collegial relationships, collaboration, and the accumulation of institutional knowledge.