Sentences with phrase «learning of a particular student»

Utilizing Student Portfolios as an Assessment Tool Portfolios show the cumulative efforts and learning of a particular student over time.

Not exact matches

It was designed to be a shared space where students and members of the education community — professors, deans, researchers — can learn about the many opportunities offered by the energy industry in general and Total in particular.

Based on the above, UKTI commissioned the ECR program in combination with the PIB service to, among other things, allow companies to employ foreign - language - speaking students at U.K. universities and other British institutions of higher learning to address issues related to language and cultural barriers that companies may face in entering particular foreign markets.

A quick and somewhat obvious example of the fundamental interrelatedness of reason and emotion is the excitement a student may feel about a particular subject matter that impels her / him to learn more.

Medical students need to learn more about nutrition, and in particular the role of breast feeding in infant nutrition.

The main reason end of the year standardized tests are given is to measure how well students have learned the skills that are expected to be taught at a particular grade level.

Fourches and Jeremy Ash, a graduate student in bioinformatics, decided to incorporate the results of molecular dynamics calculations — all - atom simulations of how a particular compound moves in the binding pocket of a protein — into prediction models based on machine learning.

In particular, Shah and her colleagues — her student Been Kim, whose PhD thesis is the basis of the new paper, and Cynthia Rudin, an associate professor of statistics at the MIT Sloan School of Management — were trying to augment a type of machine learning known as «unsupervised.»

While he insists much remains to be learned about ERAD in particular, Rapoport recently added a fourth project, the mechanism of protein import into peroxisomes, to attract students and postdoctoral fellows who want to make an impact on a less - studied biological problem.

I'm going to focus on the development of students» academic discourse as a high - leverage instructional practice that contributes to deeper learning, one in which our urban students need particular explicit instruction.

If you have a story to tell — something you've realized over the course of your career about how to get students excited about learning; a strategy you recently tried that didn't quite work out and how you changed course; an aha moment that led you to rethink how you teach a particular subject or lesson — you're in the right place.

Based on these statements, we can categorize the schools roughly into five groups: those that have a child - centered or progressive educational philosophy and typically seek to develop students» love of learning, respect for others, and creativity (29 percent of students); those with a general or traditional educational mission and a focus on students» core skills (28 percent of students); those with a rigorous academic emphasis, which have mission statements that focus almost exclusively on academic goals such as excelling in school and going to college (25 percent of students); those that target a particular population of students, such as low - income students, special needs students, likely dropouts, male students, and female students (11 percent of students); and those in which a certain aspect of the curriculum, such as science or the arts, is paramount (7 percent of students).

... But elements of the flipped classroom, where you're just identifying things in your teaching and learning practices in the classroom... perhaps maths is a great example even in primary school, where a lot of students just require a particular maths example to be explained over and over and over, using different examples.

Murphy imagines a hypothetical model program called Administrative Leaders for Learning — ALL for short — that would be organized to spotlight and connect three overlapping domains of knowledge: instructional practice and learning theory, with a particular focus on high achievement for all students; the education sector, with a particular focus on schooling in context; and matters of leadership and manLearning — ALL for short — that would be organized to spotlight and connect three overlapping domains of knowledge: instructional practice and learning theory, with a particular focus on high achievement for all students; the education sector, with a particular focus on schooling in context; and matters of leadership and manlearning theory, with a particular focus on high achievement for all students; the education sector, with a particular focus on schooling in context; and matters of leadership and management.

The impact for this particular group of students is likely to be much less, unless you make the bizarre assumption that it is only the diploma — not what the student learns — that affects job prospects and future income.

You're on the front lines of transforming K — 12 education, and you have a story to tell: something you've realized over the course of your career about how to get students excited about learning; a strategy you recently tried that didn't quite work out and how you changed course; an aha moment that led you to rethink how you teach a particular subject or lesson.

In learning areas for which we have good measures (in particular, reading and mathematics), the most advanced 10 per cent of students begin each school year five to six years ahead of the least advanced 10 per cent of students.

In other words, the curriculum is developed not simply as a top - down specification of what somebody believes students in a particular year of school should be learning, but as a description and picture of how long - term progress in an area of learning typically occurs in practice.

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's where I learned lots of ways to use technology to interest my students — girls in particular.

As soon as the Report Card is turned into a test in which a teacher learns not that a student is having trouble making friends but rather that the student is at the 18th percentile for the district in terms of sociability; or not that four particular students in her class are frequently late or absent but rather that the classroom is at the 40th percentile on the dimension of student timeliness, the function of the Report Card is lost.

Likert scales are a way to measure whether an individual agrees with or disagrees with a particular statement or idea, and a simple Likert scale of faces with expressions ranging from a smile to a frown is an appropriate way to begin the monitoring process, and will encourage students to focus their attention on their learning.

In particular, growth in use of tablet devices by teachers and students was clear; 81 per cent of participating school leaders now own and use tablets for professional learning, and the majority of CC21 schools used project funds to purchase and trial iPads in the classroom.

Taking a cue from what Harvard recommends for its students, make notes along the margins (if using physical paper) or in the comments box (if using digital format) to highlight how the particular piece of content is relevant to the course or which learning objective it fulfills.

Deep learning implies that students will follow a particular stream of inquiry to the headwaters, rather than simply sampling all the possible streams.

In particular, EdSurge with the Charter School Growth Fund is hosting «DIY Learning: The New School,» which promises to allow people to remake school completely and celebrate how «educators, students and entrepreneurs are using technology to put students at the center of learning — and help them construct personalized learning experiences that stimulate engagement, critical thinking skills and creativityLearning: The New School,» which promises to allow people to remake school completely and celebrate how «educators, students and entrepreneurs are using technology to put students at the center of learning — and help them construct personalized learning experiences that stimulate engagement, critical thinking skills and creativitylearning — and help them construct personalized learning experiences that stimulate engagement, critical thinking skills and creativitylearning experiences that stimulate engagement, critical thinking skills and creativity.»

When students at a particular school are outpacing the typical student in the rest of the state, most people would agree the rate of learning is, at least, better than average.

Christensen and colleagues don't suggest that it's going out of business but they do say it will be transformed by a pair of disruptive innovations: technology (online learning, in particular) and a shift to «student - centric» learning.

Well - functioning school choice requires a federal role in gathering and disseminating high - quality data on school performance; ensures that civil rights laws are enforced; distributes funds based on enrollment of high - need students in particular schools; and supports a growing supply of school options through an expanded, equitably funded charter sector and through the unfettered growth of digital learning via application of the U.S. Constitution's commerce clause.

Instead, all the 6th grade math teachers and students operate as a single team, and students are assigned to teachers and modes of instruction based on daily assessments and their particular learning styles.

«My practicum in particular gave me concrete ideas about organization and working within the system for the benefit of my students,» she says, noting that many aspects of the program helped her grow as an educator including advanced teaching methods courses with Associate Professor Tina Grotzer and Boles» course Teachers, Leadership, and Power, where she learned that teaching goes beyond being able to work alongside other teachers.

The teacher makes appropriate provisions (in terms of time and circumstances for work, tasks assigned, communication and response modes) for individual students who have particular learning differences or needs.

Geoff Masters: «When we think of teaching as... primarily the delivery of the curriculum for a particular year level and we think of assessment as the process of judging how well students have learnt what we've just taught, there is a problem because students don't start the year at the same point in their learning.

In particular, students learn about the key features of tragedies, identify these in the play, and analyse their effectiveness, considering Russell's intentions.

Of particular relevance to school groups is the section on education, where students can appreciate what it was like to be a school pupil during the war and learn about the temporary schools where they were taught.

Even if you accept the argument that geometry in general, and proofs in particular, are unnecessary for students to learn, at least algebra should be taught properly, since algebra is the common language of, and gateway to, all of higher math.

If players receive different versions of a game that have particular concepts changed or introduced differently, and the game records how players perform, researchers can use this data to understand how students learn.

I've classed the resource as suitable for ages 7 - 14, but it really does depend on the age at which your students begin their FRENCH, and what areas of learning they might need to focus on at particular times during the school year.

She started as a math teacher and recalls that students were often confused when they learned theory first (finding the size of a particular area, for example) and then were asked to apply it to word problems about the real world.

Your design must meet the learning needs of students in 2050, must accommodate 2,000 students, and must make use of the natural benefits of this particular site, while also preserving at least half of the existing wetland.»

Working in these newly minted teams of «experts,» each student shares a brand new piece of content with team members who only now learn that particular lesson segment.

- 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.

- Fun games to get the students to speak in the target language (see explanation under the slide)- A listening activity on what you saw and did not see at the zoo - Vocabulary slides with lovely pictures - Plenty of mini-whiteboard games on colours with animals and on opinions about animals - Grammar explanation on negative forms and verbs of opinion - Several writing activities about your favorite restaurant - Survey activity on likes and dislikes - Translation exercises - A writing activity to use longer sentences and verbs of opinion + infinitive - Grammar explanation on the partitive with worksheets to practice - Grammar explanation on infinitives and conjugating - er verbs - A lesson on infinitives and how to conjugate - er verbs - A worksheet explaining the steps of conjugating an - er verb - A fun mime the verb game - A mini-whiteboard game to practise conjugating - er verbs - Grammar explanation on numbers and quantities - Learn high numbers to be able to give prices and quantities - Mini-whiteboard activities about numbers and quantities - Games with prices - Dialogue worksheets to build up to role - play activity - A number worksheet - Put the dialogue back in order worksheet to help with role - play activity - A grammar explanation of «il y a» and «il n» y a pas» - Grammar explanation «on peut + infinitive» and other grammar revision - A song with lyrics created and sang by me with a link to the Youtube video - Vocabulary building activities to teach directions - A grammar explanation on the imperative with exercises to practice - A grammar worksheet on the imperative in French - An iPhone activity - A grammar explanation on modal verbs - A grammar explanation of prepositions with «de» and exercises to practice - A grammar worksheet on prepositions in French 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.

Students learn through the following tasks: - Gauging and collaborating previous knowledge of «equality» through a discussion - based starter task; - Reading chapters 9 and 10 with a particular focus on the increasing inequalities between the different animals, and demonstrating their understanding through a related activity sheet; - Gauging the inequalities between the animals through the design and explanation of an «equality graph» (template and instructions provided); - Understanding how the events of the final chapters help Orwell to get his message across to the reader; - Analysing how the inequalities between the animals are evident through either a character analysis of Boxer or Napoleon (template and success criteria provided); - Peer assessing their partners» learning attempts.

Students learn through a logical and step - by - step learning journey, including: - Understanding the context of the poem and the horrific events that took place in the battle; - Understanding key information about Owen Sheers» life; - Reading and interpreting the poem; - Interpreting the poem, with a particular emphasis upon the language and structural features; - Finding and analysing the language features used throughout the poem, and considering how these link to the poet's message; - Writing an extended analysis piece based upon how Sheers gets across his message about war; - Peer assessing each other's learning attempts.

The purpose of applied - learning projects is to deepen students» understanding of fundamental course concepts and should therefore arise from a question central to the curriculum for a particular course or grade level.

In particular, students learn how to make sustained, clear interpretations about the impact of the dramatic devices upon tone, plot, and meaning.

Students learn through the following tasks: - Gauging and collaborating previous knowledge of «propaganda» through a discussion - based starter task; - Using an interactive, out - of - seat, group activity to build understanding of the features of propaganda; - Reading chapters 7 and 8 with a particular focus on the character of Squealer, and demonstrating their understanding through a related activity sheet; - Developing their understanding of Squealer's actions, and finding textual evidence to back this up, through a scaffolded, retrieval activity; - Using their imaginative and creative skills, in addition to their knowledge of Squealer and propaganda posters, to construct their own propaganda poster for Animal Farm; - Peer assessing their partners» learning attempts.

Students learn through a logical and step - by - step learning journey, including: - Exploring the key concept of «love» and its many meanings; - Understanding key information about William Shakespeare and his sonnets; - Reading and interpreting the poem; - Understanding the poem, with a particular emphasis upon the content, language, and structural features; - Writing an extended analysis piece based upon how Shakespeare gets across his messages about love in the poem, through the use of language and structure; - Peer assessing each other's learning attempts.

Use this opportunity to get your students hooked on a great author or series or to learn more about a particular topic of interest.