Sentences with phrase «learning of their academic content»

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.

Complementary essays by Hirsch (1996, 2006) addressed the cumulative learning of academic content as a major systemic deficiency in U.S. elementary schools.

Why did educators believe that these techniques enhanced black students» learning of academic content?

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.

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.

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.

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).

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.»

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.

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).

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.

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.

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.

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.

The William and Flora Hewlett Foundation's Education Program initiated a new strategic initiative in 2010 that focuses on students» mastery of core academic content and their development of deeper learning skills (i.e., critical - thinking, problem - solving, collaboration, communication, and learn - how - to - learn skills).

By grade 8, that gap widens to 44 points All these statistics clearly indicate the need to integrate academic language development and content learning to students of various demographic and ethnic backgrounds.

But educators know what students need to be successful: Schools can and must support the whole student, and teaching skills like personal responsibility, teamwork and learning from one's mistakes enhances students» mastery of academic content.

This requires educators to ensure rigor and integrity across academic content areas, while also integrating opportunities for students to learn transferable skills and to cultivate essential habits of mind.

PA Cyber's online learning environments, personalized instructional methods, and choices of curricula connect Pennsylvania students and their families with state - certified and highly - qualified teachers, and rich academic content that is aligned to state standards.

Students enrolled in a Linked Learning pathway enter into a four - year program of study that integrates academic content with technical and 21st century skills within...

Writing is also important for the development of reading skills (Graham & Hebert, 2010) and can improve learning in other academic content areas (Bangert - Drowns, Hurley, & Wilkinson, 2004).

In Mississippi there is an interest among superintendents, principals, and research and education faculty to gain a clearer understanding of Deeper Learning — the mastery of rigorous core academic content; critical thinking and problem solving; teamwork and collaboration; effective communication; learning how to learn; and cultivation of an academic Learning — the mastery of rigorous core academic content; critical thinking and problem solving; teamwork and collaboration; effective communication; learning how to learn; and cultivation of an academic learning how to learn; and cultivation of an academic mindset.

For higher education, student competencies go beyond content knowledge, to prepare and challenge the student to direct their own learning, solve problems of academic significance and to move beyond controlled information containment.

At camp the kids learn an enormous amount, including a large amount of traditional academic content.

Discovery Education, is the global leader in standards - based digital content for K - 12, transforming teaching and learning with award - winning digital textbooks, multimedia content, professional development and the largest professional learning community of its kind that empowers educators and increases students» academic achievement.

Once a framework had been established, committee tasks were to then: (1) «zoom in» and break down specific targeted sections of the draft LPFs into what we called more detailed «mini progressions» for a smaller grade span, often adding some additional «interim steps» (progress indicators) to the mini progressions; (2) use the more detailed and focused mini progressions to design sample instructional modules (with a series of 4 ‐ 6 detailed lessons) illustrating how a teacher in the general education classroom might move students along this smaller grain ‐ sized learning progression using best practices in instruction; and (3) draw from best practices in instruction for students with significant cognitive disabilities to incorporate suggestions to each lesson plan for how to make the academic content more accessible for all students.

Overview The goal of this study tour is to learn how schools are integrating more robust academic content, higher - order skills, and academic mindsets practices with career education as they prepare students for postsecondary success.

Both educators and the public are beginning to better understand that success for our students, beyond high school and through college and careers, means that teaching and learning must focus on more than just core academic content — and that students do not gain social and emotional competencies at the expense of rigorous academics.

Overview The goal of this study tour is to learn how schools are promoting equity, diversity, and personalized learning to ensure all students have access to «deeper learning» — the mastery of rigorous core academic content; critical thinking and problem

Prepare students for a wide range of careers through rigorous, relevant curricula that integrate content knowledge, academic skills, technical skills, employability skills, workplace competencies, hands - on applications, and project - based learning.

Engaged Classrooms 2015 Open Enrollment Summer Institute Through this highly interactive Engaged Classrooms Institute, middle and high school educators will take a deep dive to explore engagement conditions and research based strategies resulting in classrooms that support healthy relationships, inspire students to invest in their learning, and support students to tackle the heightened demands of complex academic content...

Through this highly interactive Engaged Classrooms Institute, middle and high school educators will take a deep dive to explore engagement conditions and research based strategies resulting in classrooms that support healthy relationships, inspire students to invest in their learning, and support students to tackle the heightened demands of complex academic content and social experiences.