Sentences with phrase «learned classroom knowledge»

Afterwards, the software is used to see if students can apply their newly learned classroom knowledge.

Not exact matches

Being able to learn new skills online can be an easy and self - directed way to acquire knowledge without strict time constraints and physically going into a classroom.

These days when I teach, I try to apply what we have learned from the sociology of knowledge to our classroom situation.

With many years» experience communicating effectively with teachers and students, Kids Media has a comprehensive knowledge of educational technology (computers and interactive whiteboards in classrooms), teacher culture, classroom dynamics and the various learning levels and abilities of students.

This policy brief outlines the reasons educators need to learn more about adoption issues, explains the negative consequences of a lack of knowledge, and proposes steps that teachers, schools, curriculum developers and institutions of higher education can make progress toward placing all children and families on a level playing field in the classroom and beyond.

Dr Anim - Wright urged the graduands to remember that knowledge was not only acquired in the classroom but by experiencing life, learning from their life experiences and using their experience to improve lives.

The findings are described in a paper published last month in the American Educational Research Journal titled «The Influence of Teachers» Knowledge on Student Learning in Middle - School Physical Science Classrooms.»

Bent On Learning's training shares the knowledge and skills developed over 15 years teaching yoga in public schools and prepares participants to deliver an age - appropriate yoga program for the urban classroom.

Building upon a solid foundation of yoga and / or teaching experience, the Bent On Learning Teacher Training Program assists participants in developing further knowledge, skills and dispositions necessary to become caring and effective yoga teachers in the ever - changing classroom.

Do you think focusing on rote learning to remember the knowledge gained in the classroom is going to help your kids in any way in this practical world?

About Blog The mission of the Montessori Teachers Institute for Professional Studies is to provide experienced Montessori teachers the opportunity to move beyond the initial learning gained from Montessori training courses and the first years of classroom teaching by offering a variety of services that will advance their knowledge, improve their skills as practitioners.

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.

No longer will you be the person who disseminates knowledge — instead you will become the learning facilitator of your classroom.

«In today's digital society, classroom connectivity to an online world of knowledge and resources should be a right for every student in their place of learning and not a lottery.»

For example, create a coaching environment where the learner learns in the classroom or eLearning environment and is then immediately placed on the job with a coach to utilize that knowledge.

I wanted to build what I now call a thinking classroom — one that's not only conducive to thinking but also occasions thinking, a space inhabited by thinking individuals as well as individuals thinking collectively, learning together, and constructing knowledge and understanding through activity and discussion.

Technology like Canvas helps move teaching away from rote inside the classroom, to enabling a collaborative and interactive learning environment, where knowledge is applied to real situations, and investigative skills are developed.

The National Board Certification process focuses on your particular area of expertise, giving you the opportunity to share what you have learned as an educator and to show how you implement that knowledge in your classroom.

Among the findings: (1) art activities can be integrated into classroom content and used to encourage rehearsal - type activities (such as songs) that incorporate relevant subject matter, (2) incorporating information into story, poem, song, or art form may place the knowledge in context, which can help students remember it, especially if the students are creating art that relates subject matter to themselves, (3) through artistic activities like writing a story or creating a drawing, students generate information they might otherwise have simply read, which will very likely lead to better long - term retention of that information, (4) physically acting out material, such as in a play, helps learners recall information, (5) speaking words aloud results in better retention than reading words in silence, (6) increasing the amount of effort involved in learning new information (such as being asked to discern meaning from an ambiguous sentence or to interpret a work of art) is positively associated with its retention, (7) emotionally charged content is easier to remember than content linked to events that are emotionally neutral, and (8) information presented as pictures is retained better than the same information presented as words.

When the Board questions the CEO about the knowledge initiatives of the organization, the CEO questions the business heads, and so on and so forth.Key managers can dig deep into learning tools to find out how much learning has been consumed, how many people have attended classroom training, and whether everyone attempted the assessments.

It recognises that in any classroom there are significant differences between students in terms of their prior knowledge, experience, preferred ways of learning and their social and emotional predispositions to learn.

PLCs go a step beyond professional development by providing teachers with not just skills and knowledge to improve their teaching practices but also an ongoing community that values each teacher's experiences in their own classrooms and uses those experiences to guide teaching practices and improve student learning (Vescio et al., 2008).

«She has been an active participant in class discussions demonstrating clear evidence of her deepening knowledge of how language mediates all learning and how English learners present both strengths and challenges in classrooms.

Whether it's a complete playground transformation to provide a multi ‑ use games or play area (MUGA / MUPA), an outdoor classroom for all - weather learning or an update to existing space or equipment, API members will make design recommendations based on expert knowledge and experience.

Applying them in classroom lets students understand how they can boost their learning abilities and shows them that their knowledge will soon have application in real life.

The Ed School's Usable Knowledge, in partnership with Digital Promise, a nonprofit authorized by Congress to spark innovation in education, launched a new series called Ask a Researcher that offers guidance to classroom dilemmas in the areas of literacy, math, and English language learning.

The summit focused on generating policies that raise students» international knowledge and competencies, creating promising practices that support global learning in classrooms, and facilitating the preparation of students for the global environment.

Among other things, there has been discussion of personalised student learning plans, phonics teaching, online classroom assessment tools, behaviour management, explicit teaching and the relationship between teaching general capabilities and teaching disciplinary knowledge.

The focus on personal devices, learning across locations, and learning from experience just doesn't mesh with the classroom as a fixed location for learning and the teacher as source of knowledge and authority.

The process of content curation in online learning is one where we peel away a lot of the external «noise» that we might use in a classroom situation and expose the kernels of knowledge that we then present as engagingly and clearly as possible.

These «quick - learners» can then be encouraged to share their knowledge in the classroom session, thereby encouraging peer learning.

Bisiewicz will be pursuing a master's degree in the Technology, Innovation, and Education Program to enhance her knowledge of emerging educational technologies, effective technology integration in the classroom, and the enhancement of student learning.

The foundation categories include: mission, flipped classroom model, self - paced, responsibility, time, length of unit, conversational style, visual style, failure, creativity, content, knowledge map, demonstrating mastery, badging, learning dashboard, data analytics, and ease of navigation.

If the new tests assess knowledge in ways that demand mastery of sequenced domain knowledge, sophisticated vocabulary, rich content, and cross-disciplinary learning, educators across the country would have a much greater incentive to bring challenging content into their classrooms and thus realize the implicit promise of the new standards.

What is unique about National Board Certification is that it assesses not only the knowledge teachers possess but also the actual use of their skills and professional judgment in the classroom as they work to improve student learning.

Finally, to create a classroom as a supportive learning environment, activity settings become stabilising features of the room that permit the learner to appropriate knowledge for themselves.

And now they're going to go back into the classroom, and this knowledge that they're learning has a really magical place to go.»

Making sure trainees learn essential skills such as classroom management and have a good grounding in subject knowledge are vital to this, and will help drive up improvements in the ITT system further.

Schools should «flip» the classroom, meaning students learn outside the classroom at their own pace then demonstrate that knowledge to their teacher and peers during class time.

Foundational knowledge is key to allow students to explore and add to what they have already learned in the classroom.

It also suggests that teachers should adapt the classroom to become more collaborative and group - focused, but without any background knowledge, it can be impossible for a child to effectively learn in a group setting and discuss with their classmates.

«Allowing students to integrate their knowledge of STEM subjects using real - world problems can help them understand why they are learning STEM subjects and how their knowledge can be applied outside the classroom.

Technology and expanded knowledge of the learning process have already resulted in a metamorphosis of the classroom and of teaching methods.

Larson, who presents a session called Classroom Walk - Through Training, says teachers benefit by learning to use reflection to increase their knowledge, skills, and performance; strategically aligning classroom instruction to district curriculum; and increasing student learning across grade levels.

Will the training be classroom - based, vILT, self - paced (web - based learning, videos, knowledge documents, etc.) or a mix (i.e. blended learning)?

Now in its 14th year, the PZC, offered in collaboration with HGSE's Project Zero and Programs in Professional Education, is an intensive summer institute designed to help pre-K-12 educators create classrooms, instructional materials, and out - of - school learning environments that address a range of learning styles and promote a culture of deep thinking to build complex knowledge in the arts and other academic areas.

Most of all, these trips serve to put learning and knowledge clearly in the sphere of life rather than simply in books and classroom studies.

For a teacher who's used to being the agent of knowledge, it can be hard for them to take a backseat to the learning that's happening in the classroom and also to trust that students can do it.

The challenge now becomes that of identifying the kinds of changes that will improve student learning in the classroom and, once the changes are identified, sharing this knowledge with other teaches who share similar problems, or share similar goals, in the classroom.»

Research shows that students learn more deeply when they can apply classroom - gathered knowledge to real - world problems.