Sentences with phrase «moving learning pace»

Accommodating the fast - moving learning pace.

Not exact matches

Don't worry — you can resume The Shuffle when you return home at a quicker pace - perhaps moving your chair every 1 - 2 days because you are reminding them of a learned skill, not introducing it from scratch.

Let me assure you that the Ogoni clean - up is very much on course and it appears it is moving at a slower pace than anticipated; it is for the simple reason that we have learnt from errors of the past when there was no robust regard for due process.

It's a sequence of new moves you learn then practice at your own pace to the beats of Biggie.

We will learn the series with lead instruction on Monday and Wednesday, and move at our own pace through traditional Mysore style on Fridays (we'll teach you how!)

It didn't help that I spent two hours on the ice rink helping a girl learn how to skate for the first time and move at snail's pace.

This comedy about an octogenarian who learns pickup moves from his grandson is intentioned, but the comedy is too broad, the pacing is clumsy, and the sex act Griffith's character receives will be seared in your memory forever.

This story moves at a brisk pace and allows for you to quickly learn the mechanics of the game and play through it.

Learning partly online and partly face - to - face helps students move at their own pace, but requires them to take more responsibility for learning, studeLearning partly online and partly face - to - face helps students move at their own pace, but requires them to take more responsibility for learning, studelearning, students say.

Principals moving toward personalized and digital learning must develop new strategies and be prepared for the sometimes fast and furious pace of change in a system designed to maintain the status quo.

«I don't want to learn this, I'm confused and there's nothing in it for me» and «I'm bored this is too easy» are just as bad as each other in a system where everyone moves at a common pace regardless of achieving the outcome early or not at all.

Online learning — which allows students to move through courses at their own pace, access a vast array of courses, and receive individualized instruction — is becoming an increasingly popular choice for gifted students, especially as gifted and talented programs are being fiscally squeezed.

This may fine for self - paced learning, but, increasingly as teacher professional development moves online (everywhere), I'd argue that online learning for teachers should model the same instructional methods with which teachers are expected to teach students.

The move to blended learning matters because learning science has long told us that students learn at different paces, have different working memory capacities, and possess different background knowledge when they enter a learning experience.

Growing interest in «blended learning» and other classroom uses of technology, which help teachers customize and individualize learning by letting some students move at their own pace online while teaching other kids in smaller, perhaps more homogeneous groups.

Removing seat time from state regulations certainly stands to open up more opportunities for students to move at their own pace, and for educators to measure progress in terms of authentic learning rather than hours and minutes.

Organizations are moving toward online or blended learning at a rapid pace.

By moving entry - level information outside the classroom — typically (but not exclusively) through self - paced, scored videos — teachers can reframe learning so that students spend more instructional time engaged in deeper discussions, hands - on applications and project - based learning.

«I'm extremely concerned that this new flock will come in and will be used to voice - activated environments and technology - based learning programs that know them well enough to move with them at appropriate paces.»

But in a blended - learning environment where each child is moving along in an online curriculum likely at her own path and pace, it's also irrelevant, as this good practice should be embedded naturally.

Giving students greater agency over their learning and allowing them to move at their own pace may boost student interest and allow students to learn more quickly and efficiently.

For example, a standard might include the phrasing «analyze the causes and effects of a historical event or development,» but it might be helpful to create targets that include words like «identify» or «classify» in order to ensure that learning is incremental and moves at an appropriate pace.

When using a structured course of small steps from a specific provider, learners can work at their own pace, with the faster moving ones having open - ended activities to extend their learning whilst others progress through the stages.

Blended learning programs are enabling students to move at their own pace and receive personalized assistance from teachers when and where they need it.

Where microcredentials pertain to teachers rather than students, I think the concept is an outstanding way to do a number of things in the area of professional development: 1) recognize professional learning milestones to inspire continuous improvement; 2) move away from a one - size - fits - all (and oft debunked) approach to salary schedules, which typically depend exclusively on time served and postsecondary attainment; 3) move towards recognition of skill development on an a la carte basis rather than solely as part of an advanced degree program; and 4) generate more personalized and self - paced professional learning opportunities.

With independent mobile learning, people can move at different speeds since mobile learning facilitates different paces.

Advocates» calls for competency - based education are growing louder, particularly as online and blended learning unlock new opportunities for students to move through material at their own pace.

As the push towards competency - based education moves forward, the importance of being able to accurately identify the pace of personalized learning becomes more important.

DI moves beyond simple grouping of students by ability to consider how content, pacing, and presentation of the curriculum can support the individualized needs of each child based on their skill level, learning style, and interests.

«It is time to move away from traditional assumptions about how schools should look, how teachers should teach, and how students should learn,» argued Maria Worthen and Lillian Pace, authors of a new policy paper in support of competency - based learning.

Students learn material and move on when they have mastered the material, going at their own pace.

These innovative classrooms use project - based learning to meet each child where they are and move them forward at their right pace.

When I first brought blended learning into my classroom in Worthington, OH my students were given the flexibility to move on to more challenging concepts at their own pace.

Students move at their optimal pace and receive credit when they demonstrate mastery of competencies, or learning targets, at each new level.

First, our authors suggest how to engage students — from providing relevant curriculum to using technology appropriately; from offering choice in learning projects to making sure some learning can be active; from letting kids move at their own pace to introducing students to authentic audiences who actually put students» work to use.

Her most recent projects have been working with schools to implement rotation blended learning that focuses in on using data to drive the learning that allow students to move at their own pace, place, and path.

By definition CBL is personalized learning, and students in a CBL program need to be able to move at their own pace.

When using adaptive learning software that continually differentiates for students in real - time, they are able to move at their own pace and make self - directed choices.

Students can often move at their own pace through the material and they play a more active role in their learning.

The rotation model of blended learning allows students to move between the use of technology — which allows them to learn new material at their own pace — and face - to - face instruction with teachers in a classroom environment.

They move at a flexible pace and can select the materials best suited to their learning styles from our diverse collection of resources.

For instance, students get the flexibility and freedom to move at their own pace with the use of technology but also get to collaborate and apply concepts they have learned with teachers and other students.

Some states have begun to adopt competency - based approaches, rather than the traditional seat - time approach to progression, to allow students to learn and move forward at their own pace.

Achieving this sweet spot of teaching in a maths classroom, so that all pupils, however quickly they appear to grasp concepts and processes, are supported in deepening their learning, whilst moving through the curriculum at the same pace, requires highly skilled teaching.

Overview Accelerated learning serves as a promising tool to provide students the opportunity to move through secondary and postsecondary education at a pace that meets their academic needs.

Manross: I think it's really the heart of differentiated instruction using blended learning, with students moving at their own pace and in their own time.

Schools were run like factories, he said, in which students moved at the sound of a bell from class to class, where teachers lectured to them for hours on end, and where students were expected to learn in the same way at the same pace.

That philosophy is one of the reasons why ninth - grader Eli Clodfelter is drawn to online learning — because he can move at his own pace.

As noted in the quote from Michael Horn, Blended Personalized Learning moves beyond putting devices in students» hands and instead pushes the boundaries of the traditional classroom in terms of «time, place, path, and / or pace of learningLearning moves beyond putting devices in students» hands and instead pushes the boundaries of the traditional classroom in terms of «time, place, path, and / or pace of learninglearning.»

Three years ago, she created a Web - based individual math and science curriculum «map» based on the Georgia Common Core Standards, enabling her students to move at their own pace in a blended learning environment.