Sentences with phrase «models for students how»

Breaking down tasks ahead of time models for students how it can be done.

Once you have welcomed the device and take the time to understand it, you must model for your students how to harness its power.

Model for your students how to use these apps or other software, and model how to decide what goes first on the timeline.

Then I model for the students how to prepare their reviews.

She believes it is critical that teachers be trained «to introduce and model for students how to transfer the maps across content areas,» so that students can consciously use them, both independently and in cooperative groups.

Not exact matches

For example, in one activity called «Stem of the Living Dead,» students explore the exponential growth of a zombie hoard and how the spread of the infection creates limited resources using World Health Organization and CDC models and graphs.

I'm drawn to educational models like Expeditionary Learning, which emphasize long - term, project - based learning and use assessments in which students are much more involved - for example, student - led conferences where students themselves help to assess how they've done.

Using geological observation, laboratory impact experiments and computer modeling, Schultz and Brown graduate student Stephanie Quintana have offered a new explanation for how those streaks were formed.

Ram and her collaborators — including Wenli Zhang, a UA doctoral student in management information systems, and researchers from the Parkland Center for Clinical Innovation — created a model that was able to successfully predict approximately how many asthma sufferers would visit the emergency room at a large hospital in Dallas on a given day, based on an analysis of data gleaned from electronic medical records, air quality sensors and Twitter.

Another experiment, one designed by students, will observe fruit flies as a research model for learning how diseases work at the cellular and molecular levels.

To better understand how changes in diet, lifestyle, and exposure to modern medicine affect primates» guts, a team of researchers led by University of Minnesota computer science and engineering professor Dan Knights, veterinary medicine professor Tim Johnson, and veterinary medicine Ph.D. student Jonathan Clayton, used DNA sequencing to study the gut microbes of multiple non-human primates species in the wild and in captivity as a model for studying the effects of emigration and lifestyle changes.

He and his colleagues are investigating various models for how to create a «new education ecosystem» tailored to Haitian students.

The following profile of REGEN2017 student Susannah Kassmer, Ph.D., appears in the fall edition of the MDI Biological Laboratory's «Breaking Through» magazine, which focuses on how the study of highly regenerative animal models can help science understand the potential for regeneration in humans.

Modeling how to evaluate sources to find the answer to deep - dive questions is important for students to develop in any subject area, for any learning objective.

As a reviewer for the NGLC secondary school models, which seeks to not just fund those schools using online learning but those really taking their approach the extra mile with innovative, push - the - envelope student - centric designs, I have been struck further by how much blended learning has arrived.

She asks for a student to help model how to go about this reflection.

Although we have a few models that have been able to personalize learning and do a better job of instituting mastery - based learning for students, no one has figured out how to do it at scale per se yet, and there is still plenty of room for growth in student outcomes.

Set aside time to plan (with colleagues and / or a mentor) how you might begin to use current student data and curriculum content to individualize teaching for students in a blended learning model.

Often this modeling process includes a software tour, in which teachers show their students how to use the software and ask them what they notice about it, such as the options for visual representations.

Rather than asking how reforms can encourage an array of options (public, private, or for - profit) to emerge that fit the needs of today's students, the free - public - college crowd wants to simply cram more people through the same old expensive, mediocre model of education.

But Education Elements is smart to understand both how steep the design challenges can be for districts in moving to blended - learning models — and consequently where the action is today — as well as the opportunities blended learning presents to rethink the use of time in school, such that it can create schools that transform teaching and learning for both teachers and students and rack up some wins in the process.

Modeling how to solve a problem can be a very powerful way for students to make inferences about what skills are needed.

In a random selection of videos, Mrs. Burk — «the rapping math teacher» — models a lesson for students on perimeter and area, Dr. Altman demonstrates magnetic fields, a Utah school district presents a PowerPoint show on incorporating technology in the classroom, and a group of teachers give a detailed lesson on how to run a literature circle.

For example, how much can student - teacher ratios be increased, and at what cost savings, by leveraging technology in the virtual education model?

From these models, it is easy for students to visualise how a set of three base pairs from a messenger RNA molecule (codon) matches with a particular amino acid.

This can be used to show students how to layout their spreadsheet for a specific type of model.

Edutopia blogger Andrew Marcinek gives us a personal perspective on how the Edcamp model changed his professional focus, and provides examples of how he's adapted this model for staff, students and community.

Through experiments with setting appropriate goals and increasing expectations for students by providing different levels of challenge in a lesson or activity, you can model the process of continuous learning, and help students learn how to keep challenging themselves.

When building routines for simple tasks like gathering materials, self - starting new tasks, taking risks, and rebounding from mistakes, I use Responsive Classroom's interactive modeling, a widely accepted practice for not only showing students how to perform routines, but also helping them understand why such routines are important.

In his eight years as Minnesota's governor, Tim Pawlenty's «push against the teachers union grew stronger,» Sherry writes, and he called for tying teacher pay to performance, bringing up the state's standards, and urging state lawmakers to authorize the use of a transparent growth model to see how well schools are really doing to improve student achievement.

«As she has striven to become the best possible teacher for her own students, she has modeled for others how deep, honest, yet hard inquiry is at the foundation of professional growth.

I teach a required technology course designed for extending teacher candidates» technology skills, modeling classroom technology use, and providing a sense of how technology can be utilized to support effective student learning.

I will work to push the envelope with new and innovative school models that reshape how we educate students for college and career readiness.

GCSE RS revision lesson for OCR syllabus B - Philosophy 1 topic A. Resources include PPT lesson with exam techniques and model answers (print off the WABOLL / WAGOLL slides to give to students), taboo cards and a set of questions for students to complete as a way of self assessing how much they know and then turn into revision cards.

This week, as we celebrate the new rise of computer science education, we shouldn't forget how some these efforts might also offer a glimpse into new models for expanding students» access to industry experts across subject areas.

«Texas is frequently heralded as a successful model for the nation of how tests can improve the academic performance of students, particularly poor and minority students,» says Gary Orfield, co-director of The Civil Rights Project.

For example, consider the following figure that compares how the growth estimates from four different models are related to the school share of students who are eligible for free or reduced price lunchFor example, consider the following figure that compares how the growth estimates from four different models are related to the school share of students who are eligible for free or reduced price lunchfor free or reduced price lunches.

He makes similar arguments about how efforts to improve teacher quality, instructional approaches like Success for All, and high - expectation techniques practiced by educators like Jaime Escalante and Rafe Esquith are not promising models for reform because their success is due to the selection of students or other factors that can not be replicated on a broader scale.

In planning instruction, consider how and when you will model these higher thinking skills and provide opportunities for students to activate their developing executive function networks throughout the learning process.

Inquiry and innovation - this is one of the most important outcomes of this model - students, as they work together, will need to learn how to solve problems, where to look for good information, how to distinguish good information from bad, how to confirm their hypothesis before coming to conclusions, how to test those conclusions, and more.

For example, if I am teaching persuasive writing passages, I can create my own passage in an area of student interest, and model a story of how I came up with the topic.

A fully differentiated and resourced lesson that explores how to approach writing to advise pieces and provides scaffolded sentences, a clear model and an opportunity for students to transfer and synthesize their own learning into their written pieces.

Differentiation: purple = lower ability blue = middle ability yellow = higher ability Resources prepare students for answering Q1 and Q2 and cover the following: - introduction to paper 2 - expectations and timings - identifying key information in 19th century and modern texts - identifying the point of view of a writer - inferring - exploring how language creates tone - complete true or false tasks (as per the exam) for the texts read - explore the term synthesis - synthesise information from 2 texts - work in pairs and groups - explore model answers - investigate these of connectives to synthesise - self and peer assess - develop vocabulary and analyse vocabulary in texts using inference - explore audience and purpose Regular assessments are included to assess students ability in true or false and synthesis tasks.

Differentiation: purple = lower ability blue = middle ability yellow = higher ability Resources prepare students for answering Q1 and Q2 and cover the following: - structure strip to help form better responses to question 2 (synthesis)- introduction to paper 2 - expectations and timings - identifying key information in 19th century and modern texts - identifying the point of view of a writer - inferring - exploring how language creates tone - complete true or false tasks (as per the exam) for the texts read - explore the term synthesis - synthesise information from 2 texts - work in pairs and groups - explore model answers - investigate these of connectives to synthesise - self and peer assess - develop vocabulary and analyse vocabulary in texts using inference - explore audience and purpose Regular assessments are included to assess students ability in true or false and synthesis tasks.

Interactive session to help students prepare for an interview including: - How to prepare for an interview - Questions to ask at the end - Questions you might be asked - How to dress activity - Closing an interview - SWOT analysis - Role play activity interviewing each other - STAR model PLEASE REMOVE ANY EDEN LOGOS WHEN USING.

We need to demystify the creative thinking process for students and model how to tune in to its power.

Horn and Staker guide them forward — Chapter 10 bears the title «Discover Your Way to Success» — outlining how to create the right team, match relevant models to different student populations, and arrange proper physical spaces for various programs.

Research by several other students is revealing that middle - school science students solve abstract problems more easily by thinking in terms of metaphors or models — for instance, by using a nail, a wire, and a battery as a model of how magnetism works.

Next, I modeled how to search for patterns and themes across the data they had collected as the students tried to make sense of all their information.

GCSE AQA 9 - 1 Economics - Summer 1 model assessment: Ideal assessment for year 9 or students: How the market works and How the economy works Revision guide for the assessment is also attached