Sentences with phrase «lower ordered thinking skills»

Two negative findings for the eighth grade were that the use of computers to teach lower ordered thinking skills was negatively related to both achievement and environment, as was the frequency of school computer use.

Not exact matches

Created for High School Years 9, 10 Special Education students (ID, ASD, SLI) and students with learning difficulties who had varying literacy levels from non-readers to reading at close to peer age level but with low comprehension levels and limited higher order thinking skills.

Assessments that require higher - order thinking skills will likely to be better at differentiating teachers, but even the current low - level tests that states are using are valuable in identifying effective teachers.

«Professional learning is very important and I think one of the things that's helped us is flipping the classroom so we've done a lot of work in that area, developed a teacher film studio, recruited a digital coach who's very skilled in it and doing continuous work in teacher learning communities of three people to support each other, to learn how to film those lessons that are the lower order skills of remembering and understanding to allow more time in class with the teacher to do the higher order skills of analysis, synthesis and evaluation.

Three areas are pivotal to achieving that end: (i) early access to programs that serve children age 0 - 3; (ii) working with parents (direct practice of skills and intensive home visiting); and (iii) high quality programs entailing teacher - child interactions that promote higher - order thinking skills, low teacher to child ratios, and ongoing job - embedded professional development.

Results did not support the common assumption that curriculum fostering higher order thinking skills inevitably results in lower content acquisition.

Higher - order thinking skills and low - achieving students: are they mutually exclusive?

It distinguishes critical thinking skills from low - order learning outcomes, such as those attained by rote memorization.

While federal legislation calls for «multiple up - to - date measures of student academic achievement, including measures that assess higher - order thinking skills and understanding» (NCLB, Sec. 1111, b, I, vi), most assessment tools used for federal reporting focus on lower - level skill that can be measured on standardized mostly multiple - choice tests.

However, most of these tests are multiple choice, standardized measures of achievement, which have had a number of unintended consequences, including: narrowing of the academic curriculum and experiences of students (especially in schools serving our most school - dependent children); a focus on recognizing right answers to lower - level questions rather than on developing higher - order thinking, reasoning, and performance skills; and growing dissatisfaction among parents and educators with the school experience.

As things currently stand, low - achieving readers may conceivably go through school never engaging with challenging texts appropriate for their age level, texts that require higher order thinking and interpretation skills such as those laid out in our national agenda.

Unfortunately, with many approaches, low - achieving readers may conceivably go through school never engaging with texts appropriate for their age level, texts that require higher order thinking and interpretation skills such as those laid out in our national agenda and reflected in both national and state standards documents.