Thus, they are better equipped to apply what they've
learned in a practical context.
Once the learner understands the concept, they need to be able to apply what they've
learned in a practical context.
Not exact matches
Meaningful progress depends on informed modesty about the likely returns on current efforts; greater specificity and more emphasis on
context in the curricula and school - level approaches to teaching soft skills; and the development and use of
practical assessments that are closely aligned with a specific framework for teaching and
learning.
We read about just -
in - time support as well as meaningful and
practical learning for teachers within the
context of their curriculum.
They are all
in the infinitive form - it's an important step
in learning is to ensure that students quickly develop a useful vocabulary bank, are able to recognise SPANISH verbs, and are confident with the meaning of those verbs
in English - at that point we can move swiftly on to looking at conjugation and using the verbs
in a communicative and
practical context.
It provides
practical materials to support
learning about the impact on our environment of our food consumption and transport use and also contains materials to support pupils
in data gathering
in the
context of an enquiry approach to
learning
It also provides a
practical and resource - effective way to tackle the complex issue of engaging
in quality professional
learning in context.
They are all
in the infinitive form, with the first person singular conjugated for additional support - it's an important step
in learning is to ensure that students quickly develop a useful vocabulary bank, are able to recognise LATIN verbs, and are confident with the meaning of those verbs
in English - at that point we can move swiftly on to looking at more conjugation and using the verbs
in a
practical context.
Identifying
practical examples of how preservice teachers use TPACK
in technology - enhanced special education environments can provide teacher educators with a basis for designing experiences that can promote effective technology integration
in similar
learning contexts.
We believe
learning should take place
in a meaningful
context that emphasizes the
practical application of skills
in order to encourage transfer to the classroom and campus.
Clearly define
learning points
in the game that will give the learner a
practical context to use the knowledge that they are gaining.
Service
learning places curricular concepts
in the
context of real - life situations and empowers students to analyze, evaluate and synthesize these concepts through
practical problem - solving, often
in service to the community.
Broadly, this work highlights the importance of the social
context in which students
learn, and makes conceptual, methodological, and
practical contributions to the study of social networks and their powerful influence
in educational settings.
Like the three reports discussed above, and,
in fact, drawing heavily on those reports, the curricular change literature generally takes the position that the case - dialogue method of pedagogy does not sufficiently prepare law students to become practicing lawyers.74 While students
learn basic case analysis skills through this method, they are usually not explicitly taught how to integrate those skills into a larger set of lawyering skills,
in particular those identified as fundamental
in the MacCrate Report.75 Further, while reading and analyzing cases, the focus of most law school classes, are important lawyering skills, they represent only a small portion of what lawyers actually do.76 Consequently, these commentators advocate for teaching legal skills as they are used
in their real - world
context, not merely as abstract ideas, and for integrating theoretical analysis and
practical skills.77
The Report's central conclusion is that, although traditional legal pedagogy is very effective
in certain aspects, it overemphasizes legal theory and underemphasizes practical skills and professional development.5 By focusing on theory in the abstract setting of the classroom, the Report argues, traditional legal education undermines the ethical foundations of law students and fails to prepare them adequately for actual practice.6 Traditional legal education is effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.
in certain aspects, it overemphasizes legal theory and underemphasizes
practical skills and professional development.5 By focusing on theory
in the abstract setting of the classroom, the Report argues, traditional legal education undermines the ethical foundations of law students and fails to prepare them adequately for actual practice.6 Traditional legal education is effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.
in the abstract setting of the classroom, the Report argues, traditional legal education undermines the ethical foundations of law students and fails to prepare them adequately for actual practice.6 Traditional legal education is effective
in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.
in teaching students to «think like lawyers,» but needs significant improvement
in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.
in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss
in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.
in greater detail below,
in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.
in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8
In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.
In this way, students will
learn to think like lawyers
in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.
in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed
in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.
in other educational settings and argues that these theories show that teaching legal theory
in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.
in the
context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.10
In order for children to build resilience they need to be exposed to life's inevitable ups and downs in the context of supportive adults, to allow children to learn practical skills for managing chang
In order for children to build resilience they need to be exposed to life's inevitable ups and downs
in the context of supportive adults, to allow children to learn practical skills for managing chang
in the
context of supportive adults, to allow children to
learn practical skills for managing change.