Sentences with phrase «learn the tested subjects»

Colleges consider the Regents diploma a mark of significant achievement, making it worth students» while to learn the tested subjects.

Not exact matches

The detailed knowledge of the Precision stage is kept from being «inert» because the student tests it against the knowledge learned in the Romance stage and against the background knowledge he or she brought to the subject originally.

They'll likely become confused by what's true and what isn't, they'll be disinterested in science as a subject, and our already declining test scores in math and science will decline further while we stand around bickering over whether our kids should learn the thing we can prove or the thing we can't prove but choose to believe in anyway.

Even if your child doesn't have daily homework, reviewing notes and preparing for tests and quizzes is really the only way students can truly understand and learn a subject.

Or testing could discover dyslexia or another learning challenge that is preventing him from conquering his school subjects.

As Daisy Gonzales writes, educators in the state are also exploring the link between emotional learning and test scores in subject areas.

Find out all about the placenta, and learn about the various tests your baby will be subjected to in those first minutes of life outside of the womb.

When the test subjects learned that a large number of experts favored a position, opinions shifted by 11.3 %.

As part of an unusual study, Philip Sadler, the Frances W. Wright Senior Lecturer in the Department of Astronomy, and colleagues tested 181 middle school physical science teachers and nearly 10,000 of their students, and showed that while most of the teachers were well - versed in their subject, those better able to predict their students» wrong answers on standardized tests helped students learn the most.

As part of an unusual study, Sadler and colleagues tested 181 middle school physical science teachers and nearly 10,000 of their students, and showed that while most of the teachers were well - versed in their subject, those better able to predict their students» wrong answers on standardized tests helped students learn the most.

The test subjects also got better at the navigation task over time, suggesting that they were able to learn to better detect the artificial stimuli.

While the test subjects were able to sleep without disturbance after the learning phase on the first day, their sleep was manipulated in a targeted manner on the second day of the experiment — using acoustic stimulation during the deep sleep phase.

Cohen subjected the mice to a learning test known as the Morris water maze.

Here, they observed how the learning and performance curves of the test subjects changed over the course of the experiment.

In this case, however, this manipulation had no effect on the learning efficiency of the test subjects.

To test their hypothesis, the researchers used a specific computer task, the Pavlovian - instrumental transfer, in a controlled setting to simulate the learning processes between certain (food) choices and environmental stimuli in subjects.

But when the researchers added a twist — forcing subjects in two of the groups to learn a new set of word pairs 12 minutes prior to testing — the well - rested radically outperformed the sleepy; sleepers recalled 76 percent of the initial pairs compared to just 32 percent for their peers who had gone without shut - eye.

To examine effects in individual subjects, for each testing session we calculated the average percent reduction in excess path length during block 4 for each of the three locations that had been learned during periods with stimulation in blocks 1, 2, and 3, and compared the data with the average percent reduction in excess path length during block 4 for each of the three locations that had been learned without stimulation in those blocks.

In each testing session, subjects learned to navigate to six stores in a virtual environment to drop off passengers; each store was repeated in each of the four blocks (for a total of 24 navigation trials for each brain region tested).

For example, Subject 2, whose scores on standardized tests showed impaired memory and executive function, had an 86.9 % reduction in excess path length for locations learned during stimulation, as compared with those learned without stimulation.

nPTLS subjects were excluded if history or testing revealed a medical condition that could cause cognitive impairment or confound neuropsychological assessment (e.g., neurological disease, autoimmune disease, unstable thyroid disease, learning disability, substance abuse, B12 deficiency).

I've learned so much about my body, and I've been able to put many of the fitness claims to the test as the subject in my own perpetual research study.

But the eco-friendly conservationist is shocked to learn that the company is using highly aggressive and unpredictable bull sharks in as its test subjects.

In 1961, Milgram, a young social psychologist, wanted to study obedience and authority, but he told his subjects he was testing something else, whether punishment helped people learn.

Students still have not had enough time to learn the subject matter on the test, the board said.

Second, math and reading achievement tests are not designed to capture what we expect students to learn in other subjects, such as science, history, and art.

These «value - added» measures are subject to some of the same problems, but by focusing on what students learn over the course of the year, they are a significant improvement over a simple average test score (or, worse yet, the percentage of students that score above an arbitrary «proficiency» threshold).

The authors found that PLCs have a positive effect on student learning: student scores increased in reading, writing, math, science, and social studies subject tests.

The report from the Learning First Alliance, a permanent partnership of a dozen education groups, says the districts were selected in part because they showed three or more years of improvement in student test scores that crossed subjects, grade levels, and racial and ethnic groups.

While standardized test scores are typically the measure of student learning used by VAM researchers, studies show that test scores are subject to numerous factors that teachers do not control, according to Audrey Amrein and David Berliner (PDF).

- A starter activity for each lesson on the first slide + learning objective + challenge activities throughout the power - point - Vocabulary games and worksheets with challenge activities - A lesson on teachers and comparatives to build up the vocabulary range of your students - Some fun mini-whiteboard games on opinions (speaking activity)- explanation under the slide - A role - play activity on school subjects and teachers - Sentence building activity on comparatives (see worksheet)- A lesson on friendship and adjectives to describe your friends - A written activity and competition game with mini-whiteboard on friendship - A worksheet to accompany each power - point - A revision worksheet to practise the vocabulary and grammar points seen in the unit - Reading and grammar end of unit test LESSON 3 is FREE here so you can check the standard of my resources: https://www.tes.com/teaching-resource/-free-allez-1-unit-2-3-l-cole-tu-aimes-editable-11250892 I hope you will enjoy my resources and if you have a question on a particular slide or activity, please do not hesitate to contact me or leave me a message.

The students are tested on their ability to «do» the subject in context, to transfer their learning effectively.

A 1999 study by the Center for Research in Educational Policy at the University of Memphis and University of Tennessee at Knoxville found that students using the Co-nect program, which emphasizes project - based learning and technology, improved test scores in all subject areas over a two - year period on the Tennessee Value - Added Assessment System.

Students who participate in integrated - studies classrooms are more engaged in learning and achieve test scores that are equivalent to, or better than, students in traditional, subject - specific classrooms (Vars and Beane, 2000).

Almost all now have standards for what students should know in core subjects, tests to measure student learning, and at least the beginnings of an accountability system to hold schools responsible for results.»

Inspired by the writing of self - directed learning pioneers like John Holt (How Children Learn, 1967) and Ivan Illich (Deschooling Society, 1970), Resnick and his team envision a school in which in - depth, project - based learning — propelled entirely by students themselves and using the full resources of the community — replaces the more stifling aspects of modern high schools, like subject silos and grade levels, a static curriculum, and teach - and - test tactics.

«But in some places, an exclusive emphasis on the tested subjects drove a narrowing of what was taught and learned,» he noted.

One of UDL's purposes is to get rid of these so - called gatekeeper skills — barriers unrelated to a given subject that can, nevertheless, prevent students from learning or even being tested on that subject.

He draws a parallel with the way science progresses through a process of self - correction that depends on testing ideas, subjecting them to failure and profession - wide learning.

Lessons regularly wow the pupils and give them hands - on opportunities to test and explore their ideas and we have found that this enthusiasm for learning bubbles over into all subject areas.

The report highlighted that «students are spending too much time preparing for and taking tests,» teachers were «teaching to the test,» and the narrow focus on ELA and math has «diminished the joy in learning, inhibited creativity, and taken time away from other subjects.»

But in most if not all subjects, a significant proportion of what students are expected to learn can be assessed efficiently and reliably with a common externally developed test.

In contrast, our recommendations are designed to support teachers to make reliable assessments of particular aspects of learning and achievement that can be compared across schools and used directly in the calculation of students» subject results and thus tertiary admissions ranks — without prior scaling against an external test or examination.

Psychologists from the Purdue University found that people who tested their knowledge of a subject shortly after learning were able to retain 50 percent more of what they studied compared to students that took no practice test.

Even though value - added measures accurately gauge teachers» impacts on test scores, it could still be the case that high - VA teachers simply «teach to the test,» either by narrowing the subject matter in the curriculum or by having students learn test - taking strategies that consistently increase test scores but do not benefit students later in their lives.

This is a great way to get feedback, either from the learners themselves, or from a group of test subjects, to ensure that you're creating questions that perfectly supplement your learning content.

Testing experts suggest that this intense emphasis on test preparation is wasted, because students tend to learn test - taking techniques rather than the subject tested, and they are not likely to do well on a different test of the same subject for which they were not prepared.

Virginia published statewide passage rates for the Standards of Learning (SOL) exams Tuesday, and the annual tests that measure students» performance across all subjects showed gains in almost every category.

Prior research suggests that such intensive test - based accountability can lead to behaviors, such as teaching to the test, that increase scores without improvements in underlying learning or through reduced learning in nontested subjects.

Now consider building knowledge: Individual teacher accountability on a fourth - grade reading comprehension test, for instance, is unfair because children's comprehension depends on what they've learned every year, in school and out (a reading test is a de facto test of background knowledge); it's also unproductive because it lets the early - grade teachers off the hook if they don't contribute by teaching the knowledge - building subjects.