Sentences with phrase «matter content knowledge»

It requires the development of a mix of subject matter content knowledge, knowledge of various means for how students learn that content, and pedagogical knowledge regarding ways to teach the subject matter content.

Not exact matches

It will showcase news content shared by Facebook users in a format designed for a mobile device, according to the report, which cited «people with knowledge of the matter.»

Second, Hartshorne, with the aid of his neoclassical metaphysics, was able to show the need for real modes of Being in which the distinctive type of Being in question makes a real difference, especially in relation to divinity, in opposition to Kant, for instance, who thoroughly disconnected modality from the content of the concept, and thus found himself left with but one mode, that of spatio - temporal existence, as the matter for knowledge.

This person does not need to have web - design expertise, but ideally has a good working knowledge of the College and will advise the Board and guide our management office on matters of web content.

The explanation for Internet rage involves anonymity, knowledge of subject matter and personal identification with it, and perception of content versus what it is actually saying.

Some teachers do hear what the students are saying, Constantine says, and even at the high school level, where some teachers believe that their job is strictly to teach the content and that's it, they are doing icebreaker activities in class that have nothing to do with subject - matter knowledge.

Among the findings: (1) art activities can be integrated into classroom content and used to encourage rehearsal - type activities (such as songs) that incorporate relevant subject matter, (2) incorporating information into story, poem, song, or art form may place the knowledge in context, which can help students remember it, especially if the students are creating art that relates subject matter to themselves, (3) through artistic activities like writing a story or creating a drawing, students generate information they might otherwise have simply read, which will very likely lead to better long - term retention of that information, (4) physically acting out material, such as in a play, helps learners recall information, (5) speaking words aloud results in better retention than reading words in silence, (6) increasing the amount of effort involved in learning new information (such as being asked to discern meaning from an ambiguous sentence or to interpret a work of art) is positively associated with its retention, (7) emotionally charged content is easier to remember than content linked to events that are emotionally neutral, and (8) information presented as pictures is retained better than the same information presented as words.

Significant effects of professional - development programs were found when programs focused on content knowledge in the math and science subject areas plus pedagogical training in teaching the subject matter.

Curriculum and content matter — and for no one more than poor kids who get too little of that knowledge and vocabulary at home.

«Today - where we can access content on Google, where routine cognitive skills are being digitised or outsourced, and where jobs are changing so rapidly - accumulating knowledge matters a lot less and success has a lot more to do with ways of thinking; creativity, critical thinking, problem solving, [and] judgement.»

Despite the claims from some that content knowledge no longer matters in a world where everything is google - able, possessing deep background knowledge remains imperative for students to be able to read across a wide range of subjects and literary genres and be successful learners.

With social functionality at your disposal, you can hold onto vital organizational knowledge, make your formal training go further, enable user - generated content, and identify Subject Matter Experts in your business.

content knowledge, the teacher shall demonstrate a thorough knowledge of the subject matter area and curriculum;

«Knowledge Matters» by TNTP Chris Hayes had been teaching for 20 years before she discovered that her second graders could handle — and would enjoy — far more challenging academic content.

This stimulating and thought - provoking lesson enables students to create playscript texts containing appropriate and imaginative content choices, using knowledge of genre and narrative structure to form engaging subject matter.

However, with eLearning content optimized for employees from different regions, a company can easily move forward, as all of the workers, no matter where they are, can acquire the necessary knowledge quickly.

For Subject Matter Experts who have content knowledge, but no eLearning authoring skills, this can be very useful.

While scholars have described PCK in a variety of ways, many of the researchers who extended Shulman's work included the following two elements of PCK: (a) knowledge of students» understanding of conceptions and content - related difficulties and (b) knowledge of instructional strategies and representations of subject matter likely to improve students» understanding of content (Angeli & Valanides, 2009; Graham, Borup, & Smith, 2012; Park & Oliver, 2008).

Knowing pedagogy appropriate for teaching particular subject matter, including transforming the content for teaching and adapting instruction or materials based on students» characteristics, skills, and knowledge.

This framework recognizes that teachers should integrate technological knowledge with subject matter learning, rather than focusing only on technological knowledge at the expense of appropriate pedagogy or the content (Koehler & Mishra, 2009).

These factors include the congruence of sources of evidence with the prior beliefs of decision - makers, the content knowledge of individuals using data to advocate alternative views, organizational structures that inhibit or promote shared understanding of instructional matters, resource constraints, and the micropolitics of authority and power in decision - making processes.

Knowledge matters — Prepare teacher leaders to draw on their content knowledge expertise when working with instructional teams of teachers and adminiKnowledge matters — Prepare teacher leaders to draw on their content knowledge expertise when working with instructional teams of teachers and adminiknowledge expertise when working with instructional teams of teachers and administrators.

At the same time, we must reach out to policy researchers and measurement researchers, bringing to their work a deep understanding of the subject matter of literacy and the pedgogical content knowledge needed to teach well.

According to new findings released by YouthTruth, a national nonprofit that harnesses students» perceptions to help educators identify needs and accelerate improvements, 32 percent of high school students do not feel positively about their teachers» content knowledge of the subject matter being taught.

Pedagogical Content Knowledge — What Matters Most in the Professional Learning of Content Teachers in Classrooms with Diverse Student Populations By Adela Solís, Ph.D., IDRA Newsletter http://www.idra.org/resource-center/pedagogical-content-knowledge/

Findings from four studies indicated that teacher leaders with deeper knowledge of subject matter content and pedagogy were more likely than those without such knowledge to provide support to teachers» implementation of instructional materials.

Proficiency, growth, content knowledge, instructional expertise, and a deep understanding of learners (including ballerinas) matters.

Pedagogical Content Knowledge — What Matters Most in the Professional Learning of Content Teachers in Classrooms with Diverse Student Populations Adela Solís, Ph.D., IDRA Newsletter http://www.idra.org/resource-center/pedagogical-content-knowledge/

A Subject Matter Expert (SME) has the knowledge and experience you need to create your eLearning content, and it's up to you to draw out that information.

Subject matter and related pedagogical content knowledge in teacher education.

Teaching complex subject matter in science: Insights from an analysis of pedagogical content knowledge.

To teach, teachers need to have developed an integrated knowledge structure that incorporates knowledge about subject matter, learners, pedagogy, curriculum, and schools; they need to have developed a pedagogical content knowledge, or PCK, for teaching their subjects.

But for technology to become an integral component or tool for learning the subject, teachers must also develop «an overarching conception of their subject matter with respect to technology and what it means to teach with technology — technology pedagogical content knowledge (TPCK)» (Niess, 2005, p. 510).

Middle School Science Teacher Essential Duties & Responsibilities 1) Curriculum & Instruction Demonstrating solid knowledge and understanding of the content matter.

In 1986, Shulman proposed a more in - depth look at what teachers must know in order to teach, highlighting that future teachers need to be prepared to be able to transform that subject matter content through teaching strategies to make that knowledge accessible to learners.

No matter how rich the texts may be, they won't much increase knowledge — unless teachers emphasize the content.

While the adjunct permit is designed to get more content experts into the classroom, Ochoa says even someone with subject matter expertise must know how to relay that knowledge to students.

A CORE expert will show content area teachers ways to improve vocabulary knowledge and implement strategies to increase subject matter comprehension.

The Council of Chief State School Officers (CCSSO) has recently revised its model core teaching standards, which go beyond possessing content knowledge to incorporate knowledge of how to teach one's subject matter (for example, how to identify students» common misunderstandings and help students move beyond them) and «how to connect concepts and use differing perspectives to engage learners in critical / creative thinking and collaborative problem solving related to authentic local and global issues» (CCSSO, 2010, p. 15).

Walsh said alternative certification programs are not doing enough to make sure teachers know their subject matter, something that will only become more important as most states prepare to test the rigorous Common Core State Standards, which require broad content knowledge.

As a condition of licensure, Washington should require its secondary teacher candidates to pass a content test in each subject area they plan to teach to ensure that they possess adequate subject - matter knowledge and are prepared to teach grade - level content.

The focus on the improvement of teachers» mathematics content knowledge guides his work and also resulted in A Qualitative Case Study of the Subject Matter Knowledge of Central Texas Middle School Mathematics Teachers, his doctoral dissertation completedknowledge guides his work and also resulted in A Qualitative Case Study of the Subject Matter Knowledge of Central Texas Middle School Mathematics Teachers, his doctoral dissertation completedKnowledge of Central Texas Middle School Mathematics Teachers, his doctoral dissertation completed in 2004.

A subject - matter exam serves as an important safeguard; teachers without sufficient content knowledge place students at risk.

Content validity is a subjective measure assessing the appropriateness of the survey items as determined by reviewers who have some knowledge of the subject matter.

Oregon should reconsider its waiver policy and, as a condition of licensure, require all secondary teacher candidates to pass a content test in each subject area they plan to teach to ensure that they possess adequate subject - matter knowledge and are prepared to teach grade - level content.

Require all early childhood candidates who are eligible to teach elementary grades to pass a subject - matter test designed to ensure sufficient content knowledge of all subjects.

Dr. Good is also quick to acknowledge that, despite the reiterated notion that teachers matter and thus should possess (and continue to be trained in) effective teaching qualities (e.g., be well versed in their content knowledge, have strong classroom management skills, hold appropriate expectations, etc.), «fad - driven» education reform policies (e.g., teacher evaluation polices that are based in large part on student achievement growth or teachers» «value - added») have gone too far and have actually overvalued the effects of teachers.

It is crucial that the instructor or facilitator of the learning — whether an educational technologist, a methods expert, or subject area instructor — use technology only when it supports subject matter content and instruction — thus, emphasizing technology's connection to the professional knowledge of teachers.

Therefore, connections between technology and subject matter and pedagogical content knowledge must be prioritized and privileged during learning experiences for teachers, which requires focused discussion of subject matter and instructional approaches to teaching that subject matter.

Readers have long had their views of the world altered or enhanced by subject matter in books, and obviously the basic system of education in much of the world involves reading and studying content matter for increased knowledge.