Sentences with phrase «more knowledge of our content»

For many kids, this doesn't just happen magically — we have to preach it over and over and show them that they already have far more knowledge of our content areas in their heads than they realize.

Not exact matches

When you combine these knowledge sources with the many readily available independent media and content channels, it's increasingly clear that most of us are learning as much or more from the digital universe as from any traditional and / or formal education programs.

Create the kind of interactive content that makes sense for your business, including personality quizzes, TV show polls, hotel ratings, knowledge quizzes, satisfaction surveys, and more.

Those who follow teachers who give them what their itching ears want to hear are those who are content to gather more and more teachers, listen to more and more sermons, gaining more and more knowledge, and being so busy with Bible study, theological learning, and the accumulation of knowledge, that one never has a chance to put any of it into practice in the world.

If trials are conducted in the heat, or with reduced oxygen content, for example, then continuous knowledge of the distance remaining may become more important as an anchor point in the regulation of work rate.

More than just a knowledge service... IET.tv is more than just a service that connects you with knowledge and information; it is also accessible to organisations to showcase content to our global audience, combining the power of voice and visMore than just a knowledge service... IET.tv is more than just a service that connects you with knowledge and information; it is also accessible to organisations to showcase content to our global audience, combining the power of voice and vismore than just a service that connects you with knowledge and information; it is also accessible to organisations to showcase content to our global audience, combining the power of voice and vision!

I now read articles in research areas well outside of my expertise, and I often don't need more than superficial knowledge of the substantive content.

I asked you guys what kinds of content you want to see more of and plant based nutrition was a really popular topic and one that I feel really passionate about sharing with you, because I know that knowledge is powerful.

While some would argue that seven years is more than enough time for some kids to grow up with no knowledge of the previous Fantastic Four films or media, it's worth noting that the darker content and occasionally strong language in this film really do appeal to an older audience than its predecessors.

Little did Ross know, when he made his cheeky joke and drew smiles from even the most cynical of his peers, he had already demonstrated mastery, not only of the content knowledge he needed to solve the problem, but of several more important skills:

The knowledge - hungry workforce reach the end of the training content and start demanding more.

Integrated studies is a great way to get students more involved in school; it enhances motivation, problem - solving skills, content knowledge, and deeper understanding of connections across subjects.

It is usually more efficient when the authoring tool is intuitive enough for your internal editors with good knowledge of your products and proven methods to work with the content.

When they do poorly on reading assessments, we pull them again from subjects that give them content knowledge for more review of Venn diagrams.

Additionally, many primary school teachers admit to having limited content knowledge themselves, especially in the fields of physics and chemistry, which makes curriculum decisions even more difficult.

The simulation - based training systems have been created based on the principle that learning content that is more realistic and relevant to the learner's role leads to greater levels of engagement and knowledge retention.

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

Data from 22,000 children involved in this study of the kindergarten class of 1998 — 99 show that, after controlling for family income, children who attended more academically oriented preschools had significantly higher scores in reading, math, and general knowledge when tested in the fall of their kindergarten year than children in preschool settings without academic content.

«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.»

Students have the opportunity to become more involved with their studies and capitalise on the best learning environments for digesting course content and applying their knowledge with the confidence of support when they need it.

Hattie revisited this topic in a later book, Visible Learning for Teachers (2011) where he discussed the fact that expert teachers can make use of their subject knowledge to organise and use content knowledge more effectively for their students to understand.

The risk is that teachers who don't feel confident in their abilities or their knowledge of the content are more likely to deliver lessons that fail to inspire students or encourage them to continue to develop their computing skills past GCSE.

Using interactive fiction to teach programming allows students significantly more freedom in how they express their knowledge of the content, whether they are writing historical fiction about the Underground Railroad or science fiction in the style of Orson Scott Card.

There are many lists of powerful verbs out there on the internet — like this one, for example — and they can serve as inspiration to make your project not only more challenging, but also focused on having students do something with the knowledge and content.

Most often the only visible evaluation is the reaction sheet handed out at the end of a cpd session, which is little more than a knee - jerk response to the session itself and too often reflects the mismatch between the content and the existing knowledge of the participant.

A written survey component of this study will build on a similar study conducted in 2005 — 06 (Hill, 2007), allowing for the comparison of teachers» curriculum use and content knowledge — and more specifically, their mathematical knowledge for teaching (MKT)-- across time periods.

If there's a gap in a student's knowledge, Pardoe will pull students into smaller groups — even in groups of two — and teach them content in a more traditional way.

Were that the case, so many more teachers would have a thorough knowledge of content and pedagogy, a strengthened ability to craft thoughtful lesson plans, an understanding of differentiation, and a flexibility to evolve as an educator.

Results indicated professional development based in reform delivery methods (not workshops or short trainings), occurred over time with more than 25 hours of content involved groups of teachers learning together, was focused on the subject taught by the teacher, required teachers to be active participants in their learning, and cohorent, i.e., aligned with standards and teacher goals, was more likely to lead to increases in teacher knowledge and changes in practice.

Identifying the performance gap will help you determine what content you need to put into the course to close this gap and help learners know more and perform better, with the aid of this knowledge.

Teaching Points: • Students will need some prior knowledge of what it means to extend a sentence and the role that adjectives can play in this • Students should be encouraged to use as many colours as possible to colour their pictures I have added some extras to give students and teachers an element of choice - Differentiation: • Alternative handwriting lines • A second bordered page for students who wish to write at length • The photo section provides more difficult vocabulary and could lead more able writers towards a «what happened next» story writing style, should the teacher wish to lead them in this direction • An editable version of all content has been provided for the teacher to make vocabulary choices.

As a vast body of research now makes clear, young people's success in school, college, the workplace, and the rest of life depends not just on their mastery of core academic content and skills but also — and often to a greater degree — on their beliefs and attitudes, personal dispositions, relationships, emotional intelligence, creativity, nutrition, mental health, knowledge about college and work opportunities, financial resources, willingness to engage with new people and cultures, openness to new experiences, and more.

To improve principal knowledge and preparation, the authors of the report recommended that the state require early childhood education - specific education or experience before granting certification, develop and expand course content at principal certification programs that focuses on pre-K, and provide more ongoing professional development for principals.

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.

Studies from Coggins et al. (2003), Manno and Firestone (2006), Oehrtman et al. (2009), and Yost et al. (2009) suggested that teacher leaders with deeper knowledge of subject area content and pedagogy may be more likely to provide professional development than teacher leaders without content area expertise.

Expanding their content knowledge in this manner gave the teacher leaders greater confidence to more deeply and accurately focus on content as part of leadership activities.

This was the conclusion reached by one study that analyzed the math scores of more than 4,000 children in the United States (ages 10 — 12) and the United Kingdom (age 10 only) to identify the types of mathematics content knowledge that best predicted students» long - term learning.

Knowing this teacher, I'm fairly certain that her concept of making her students «more successful learners» extended beyond covering more content knowledge.

According to Tomlinson and Strickland (2005), teachers usually differentiate instruction by adjusting one or more of the following: the content (what students learn); the process (how students learn); or the product (how students demonstrate their mastery of the knowledge or skills).

What is far more important is the professional knowledge base that provides criteria for when a particular method is appropriate for given content with students at a defined level of development and who have acquired the prerequisites necessary to learn the content.

The eLearning Network is on a mission to help empower eLearning developers of all skill levels to produce eLearning that people love because the content is solid, the course looks and sounds great, and people leave the course with the knowledge and skill they need in order to be more effective on the job or in their lives.

I do, however, agree with Core Knowledge blogger Lisa Hansel that many programs could be improved by focusing less on issues of social justice and more on preparing new teachers to teach specific content to their students.

While principals have never been more challenged to provide exceptional instructional leadership that requires a unique blend of expert content knowledge and pedagogical fluency, more than ever, their focus on relationships is proving to be key to the success of our nation's schools.

At the same time, there is more specialization of content, significantly widening the net of skills and knowledge to assess.

Secondary teacher candidates with three OR MORE full - time years of K12 classroom teaching experience are required to produce evidence of passing the accepted content knowledge test or evidence of 24 college credit hours in the content he / she will teach.

Thus, teacher educators need to work with existing pedagogical beliefs, content and technology knowledge and skills, and prior knowledge and experiences and seek ways in which more innovative instructional practices become commonplace and the appropriate and effective utilization of technology to support innovative instructional practices is ensured.

Perhaps more importantly, the HI FIVES professional development and project as a whole centered around fostering teacher creation of SEGs for implementation in their classrooms, which both afforded opportunity for TPACK improvement and encouraged teachers to embed their current content and pedagogical knowledge within the games they would later implement in their classroom.

As suggested by many authors in the Handbook of Technological Pedagogical Content Knowledge (AACTE Committee on Innovation and Technology, 2008), more research needs to examine the role of teacher preparation programs teachers» beliefs (Niess, 2008), and specific student and school contexts (McCrory, 2008) regarding the nature and development of TPACK.

The graphic configuration of each Thinking Map becomes more complex as student thinking improves and content knowledge is enriched over time.

Many education schools, although not all, have become much more effective at producing teachers with the right combinations of content knowledge, pedagogical knowledge, and clinical experience.