Sentences with phrase «learning academic content»

After the interview, I realized that I ultimately wanted Kennedy to be able to connect «being good» to learning academic content, not just to compliant classroom behavior.

This dynamic professional development series focuses on extending the teacher's knowledge of ESL strategies and sheltered instruction to ensure that the English language learner is engaged in learning the academic content.

English learner students face unique obstacles to taking advanced courses, as they divide their time between acquiring English proficiency and learning academic content.

Her goal is to showcase how at these schools children are learning academic content in rigorous ways, while at the same time being carefully and thoughtfully prepared to be warriors for justice.

Advocates on one side believe teachers should prepare for their classroom careers in the traditional way: attending schools of education where they learn a lot about teaching technique (but often spend too little time learning academic content).

«The number one issue that came up, and that I saw as a teacher as well, is when kids are learning the language, at the same time, they're also learning the academic content, and that's really difficult,» says Yassine.

For example, while many black children begin developing English oral - language skills years before formal schooling, many Hispanic children must develop English language proficiency as they are simultaneously learning academic content.

Select words that are crucial to learning academic content and ask students to act out the definitions of these words in different parts of the room.

While Summit students spend most of their time working on projects, 20 percent of the day is devoted to Personalized Learning Time (PLT), during which students learn academic content, choosing the digital tools they'll use to meet their goals.

The teachers in our focus groups expressed a strong sense of obligation not only to help black students learn academic content and skills but also to ensure that their broader developmental needs are being met.

English learners need intentional and ongoing support to successfully learn academic content and skills through English while developing proficiency in English.

Research has shown conclusively that students with disabilities can learn and use strategies like self - instruction, self - monitoring, and self - evaluation, and antecedent cue regulation to learn academic content such as reading or math skills or to improve performance in such areas as vocational education and independent living skills.

«As much as students need to learn academic content, they also need to know how to keep learning — and make effective and innovative use of what they know — throughout their lives.

Not exact matches

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.

It illustrates that people are hungry for an alternative to the status quo where content is increasingly brought through computers rather than teachers, academic learning is being pushed down to younger and younger children, and the focus in the classroom is «teaching to the test.»

The Learning Center team continues to develop and refine the scientific content, student activities, and instructional strategies throughout the academic year.

Philip Newton, Director of Learning and Teaching for the Swansea University Medical School said: «We did a few simple qualitative analyses of the content of the books, hunting for anything and everything to do with academic integrity.

While experts such as Santos recommend that ELLs be integrated with native English speakers in regular classrooms, San Francisco International High School teachers say that for many older newcomers, a school devoted solely to ELLs provides students the support they need to build confidence as they continue to learn both English and academic content.

Through the eLearning approach which is globally transforming the academic culture, students are able to grasp course content quickly enabling them to get the most out of their learning development and potential.

Her current publications include, a co-authored chapter titled «Leadership Capabilities in the Midst of Transition at Harvard Library» in Leadership in Academic Libraries Today: connecting practice to theory (2014); co-authored an open access article titled: «Lifelong learning in the digital age: A content analysis of recent research on participation» (2015).

ABOUT THE SCHOOL The state - sponsored Idaho Digital Learning Academy (IDLA), an accredited, online virtual school has a rigorous system of teacher support and evaluation that emphasizes not only academic content but also student engagement, collaboration, and critical thinking.

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

It was the misguided advocates of a science of pedagogy, he said, who had insisted on separating methods of teaching from mastery of subject matter; it was they who taught courses in education theory detached from the learning of academic content.

That's the thinking behind proposals that some states are considering to pay for competency - based learning — programs that allow students to master academic content unconstrained by time, place or pace, often in online or digital environments.

We believe that if schools and school systems clearly define their graduate outcomes for students to include not only the courses or subjects they need to pass but also Deeper Learning Outcomes — mastering academic content, thinking critically, communicating effectively, collaborating productively and learning to learn — we will create schools and school systems that ensure students are ready for success in college andLearning Outcomes — mastering academic content, thinking critically, communicating effectively, collaborating productively and learning to learn — we will create schools and school systems that ensure students are ready for success in college andlearning to learn — we will create schools and school systems that ensure students are ready for success in college and career.

Currently I am a Principal Investigator of Project ESCOLAR (Etext Supports for Collaborative Online Learning and Academic Reading) a five year grant funded by the Office of Special education Programs (OSEP) to develop, test, evaluate, refine, and disseminate Collaborative Online Projects designed to support academic reading of science content for middle school students with learning disabLearning and Academic Reading) a five year grant funded by the Office of Special education Programs (OSEP) to develop, test, evaluate, refine, and disseminate Collaborative Online Projects designed to support academic reading of science content for middle school students with learning disabAcademic Reading) a five year grant funded by the Office of Special education Programs (OSEP) to develop, test, evaluate, refine, and disseminate Collaborative Online Projects designed to support academic reading of science content for middle school students with learning disabacademic reading of science content for middle school students with learning disablearning disabilities.

In line with this prediction, we are witnessing the rapid growth of blended learning models — that is, instructional models inside brick - and - mortar schools in which some academic content is delivered online, in addition to face - to - face instruction.

We know that more privileged students are far more likely to have the opportunity to learn advanced vocabulary and a broad range of academic, historical, geographic, and other content from a variety of sources outside the classroom.

When we talk about the disruptive potential of online learning, we usually describe new approaches to delivering academic content tailored to students» individual interests and abilities.

eLearning content providers can at the behest of academic decision makers adjust live learning content to improve academic proficiency.

Effective teachers know how children learn and grow, they know the academic content they are teaching, AND they know how to teach that content to diverse groups of students using culturally responsive practices.

The school's philosophy is that student interest drives learning, and much of the traditional academic content (math, English, social studies, science) works to enhance students» career and technical interests.

• When schools lack expert teachers because of shortages stemming from geographic limitations or attrition, for example; • When expert teachers must serve a wide range of student needs in a single classroom by personalizing learning for each student; • And when expert teachers much teach more than academic content.

«Service learning, in contrast, is a teaching method that combines academic content with direct service experiences in which students provide genuine service to their school or community while extending or deepening their understanding of curricular content.»

One of my main research questions is whether adults and educators can support the kind of learning dynamics that I'm observing when kids are engaging in peer - based knowledge exchange, such as that found on online fan sites.This should work for academic content as well as popular culture.

Why, for example, should learning the letters and sounds of the word «BOO» in a pre-K classroom produce long - term effects on reading scores if a child transitions into a kindergarten classroom that has no academic content and moves from there into an elementary school that does not use systematic instruction in phonics?

Yes, a lot of the technical stuff of learning facts and figures — the actual academic content delivery and assessment — can occur through a software program.

Sarah Dryden - Peterson, an assistant professor at the Harvard Graduate School of Education, found that refugee children — many of them English - language learners — spend a «disproportionate amount of their time learning languages,» which can contribute to falling behind in age - appropriate academic content.»

Teachers took part in summer institutes where they learned how to be successful with project - based learning, a strategy for teaching 21st - century skills along with important academic content.

Such activities work well because their learning plans and projects — jointly negotiated by students, teachers, and work - site supervisors — serve to connect the work students do in their placements to academic content and skills.

HTH — with its emphasis on integrating academic and technical education through project - based learning — attracts a number of people like Duffy with «deep content knowledge who had very successful academic careers and wanted to work in an urban school at a time of profound teacher shortage,» says founding principal Larry Rosenstock.

Differentiation can be addressed by readiness based on academic support needs, interests where applicable to the content (this could be difficult with truly abstract concepts), and / or learning profile through a variety of different product formats.

Many students want to make sure the information they are learning will be relevant to the workforce and by keeping your course current you will be able to show your students how the content of your course is being used outside of the academic world.

Share with each other what your standards and learning targets are, look for common goals, and brainstorm topics, guiding questions, and a final art product that can both deepen the academic learning and teach the art content.

William strives to build connections for students between classroom learning and real - world industrial and academic settings, bringing context to the content that he teaches.

By middle school, academic outcomes in multiple content areas are inexorably dependent upon students» ability to independently learn from text and express what they know through text.

Learner differences and needs: Systemic learner variability that, if planned for and supported, maximizes student learning and engagement, for example, differentiation, assistive technologies and accommodations; building motivation to learn by stimulating interest; multimodal content delivery; fostering learner awareness of their work preferences and recognition of how academic work aligns to personal goals.

Writing is also important for the development of reading skills and can improve learning in other academic content areas.

Students learn «independent of time and place» through online courses, and content mastery is then assessed to provide «degrees and other credentials that are credible to both academic institutions and employers.»

Although we allow a great deal of student autonomy, we hold our students accountable to the same academic rigor within the disciplines and their practice of skills ties directly to their content learning.