Sentences with phrase «of the learners as»

We are not allowed the luxury of certainty, but only the pain of ambiguity that is the lot of all learners as they move from one point of secure knowledge to another.

Education shapes the mind and character of learners as we impart knowledge, values, and skills through practice, policy, and research.

You, as the teacher, use your professional judgment and are empowered to make the right decisions for your students as individuals and your classroom of learners as a whole.

All activities can easily be adapted to suit the needs of learners as the PowerPoint is fully editable.

A view of learners as customers will change both the way we produce (and market) training and the way our learners receive it.

In the Learning and Teaching (L&T) Program, you will join a diverse cohort of educators striving to make a greater impact in the lives of all learners as schoolwide leaders and education reformers.

The college's learner journey manager, Ali Hanson, recognised the need for the wellbeing of learners by increasing awareness and understanding of substance misuse in the form of a bespoke multi-layered awareness programme, with the welfare of the learners as its focal point.

While developing a microlearning strategy, it is necessary to meet learning goals, align to the needs of the learners as well as the organization.

They can be used with a wide range of learners as a starter, main activity or as a plenary.

Webquests Whether you think of your learners as Hobbits to send on an adventure or as James Bond to go on a covert mission, webquests can add an element of excitement to your lesson.

This relevant book will serve as a perfect resource for educators who are striving to provide sound education for all types of learners as Sousa and Tomlinson leave no stone unturned in this comprehensive book on how to create and manage your differentiated classroom.

Educators of the gifted find that overuse of some cooperative learning strategies, particularly those focused on learning of basic information and skills, results in a lack of challenge for advanced learners, inordinate use of these learners as «junior teachers,» and inappropriate pressure for these learners to solve instructional problems (Robinson, 1990).

«Supply staff who do not normally work at the school do not know the needs of the learners as well as their usual classroom teachers and the work set is often too undemanding and does not engage learners.»

Moreover, games help measure the performance of a learner as they automatically track the learner's progress in the assessments.

This project adds such a comparative framing to the field of education research, treating the historical and present day movements of learners as spaces for analysis and focused education design work toward more equitable communities for youth.

Game - based learning evokes the confidence of a learner as it provides constant feedback during the learning.

· The organization is committed to the development of all learners as productive world citizens and leaders for the future

This ensures maximum absorption and retention on the part of learners as well as their ability to apply that knowledge immediately.

Not exact matches

The first tip - off that a commitment to continual self - improvement is key to leadership success is the fact that nearly every business icon you can think of — from Warren Buffett and Bill Gates to Oprah Winfrey — describes him - or herself as a perpetual learner.

Jenn Lisak, Director of Content Strategies at DK New Media, says «Content marketing strategy is as much an art form as it is a process; when working with a client on an infographic or a whitepaper, I have to pay attention to target audience, aligning the messaging with the brand, appealing to different types of learners and personality types, and whether the curated content is going to resonate with our desired buyer persona.»

Since I do a lot of outreach programs with children, the concepts in the introductory courses are important because I will use those introduce coding to young learners in my community as I advance my skills.

While such practices have their place, as a society we should be aware that these practices change how teachers think of students: not as budding learners, but potential shooters; not with the potential to grow and flourish, but with the potential to enact lethal harm.

whatever a school's commitment to a particular theological tradition may mean, therefore, insofar as it is a school, it can not entail restrictions on the freedom of teachers and learners to differ and be in error.

Either way, whether authentically or in an «as if» mode, growth in regard to some concepts can be a matter of degree, namely, the degree to which the growth also involves an actual or imaginable change in the learner's personal identity.

Now if we assume that it is as we have supposed (and without this assumption we return to the Socratic order of things), that the Teacher himself contributes the condition to the learner, it will follow that the object of Faith is not the teaching but the Teacher.

If then such a zealous learner, though not carrying things so far as to become a disciple, were to discourse loudly and volubly of how much he owed the Teacher, so that his eulogy was almost endless and its gilding priceless; if he were to resent our explanation that the Teacher had been merely an occasion, neither his eulogy nor his resentment could further our inquiry, since both had the same ground, namely, that though lacking in the courage to understand he had nevertheless not lacked the audacity to go beyond.

In the company of discerning teachers and learners, my education was being shaped out of certain assumptions that had as much to do with living life as with thinking about it: that we are «in relation» whatever we may think of that fact, that the most basic human unit is not therefore «the self but rather «the relation»; and that this intrinsic mutuality demands — and should be the foundation of — our ethics, politics, pastoral care and theologies.

Such a sign when given is as capable of repelling the learner as of drawing him nearer.

The hope and dream of every church school leader should be that his learners will push on beyond knowledge about religious truth to the pulsating reality of religious experience, and that many, as the years pass, will catch a vision of the depth dimension of the inner life — spiritual wisdom.

He wanted to avoid the life of faith by moving from one sure sign to another, just as the learner - swimmer wants to move through the pool with his hand on one rail after another.

In like manner, learning is not a source of liberating truth if truth is conceived as a finished structure of reality to be passively registered by the mind of the learner.

Just as the success of the computer depends upon the meticulous preparation of instructions by the programmer, omitting no step in the whole process, so it is assumed that the success of the human learner, who is believed to be (among other things) a very complex cybernetic mechanism, depends upon the scrupulous logical organization of teaching materials.

Just as theological studies can impact the life of the learner, a pastor's preparation for preaching, teaching, and leading worship each week can be spiritually formative.

But the act of preaching, if it is to contribute to the development of new forms of worship and witness, must itself be open to the possibilities of change, just as an instructor can not hope to be a teacher unless he himself is open to being a learner.

Perhaps the closest example of this in my life is Dan, who is an insatiable and avid learner and who has as one of his life's mottos, «always assume there's someone in the room who knows more about the topic at hand than you do.»

As Dr. Lance Wallnau would say, competence is going back to the disposition of a learner because there are paradigms you have that you expect things to fit into.

In this manner the Teacher thrusts the learner away from him, precisely by serving as a reminder; only that the learner, in thus being thrust back upon himself, does not discover that he knew the Truth already, but discovers his Error; with respect to which act of consciousness the Socratic principle holds, that the Teacher is merely an occasion whoever he may be, even if he is a God.

In so far as the learner was in Error by reason of his own guilt, this conversion can not take place without being taken up in his consciousness, or without his becoming aware that his former state was a consequence of his guilt.

But in so far as the moment is to have decisive significance (and unless we assume this we remain at the Socratic standpoint) the learner is destitute of this condition, and must therefore have been deprived of it.

If the Teacher serves as an occasion by means of which the learner is reminded, he can not help the learner to recall that he really knows the Truth; for the learner is in a state of Error.

Of course, he was making his case more as a consumer than as a learner.

When we think of discipleship as only being a student or learner, we usually think of sitting in a classroom or auditorium and listening to someone lecture at us while we listen attentively and take notes.

Education, however, says Belth, «deals with the relationship between concepts and powers nurtured in learners, and with the methods of creating concepts as the inventions of intelligence, in whatever fields these methods come to be employed Education becomes a way of raising and answering a question not otherwise asked, a question centering on the problems of improving the ability to think....

The teacher, as an enabler or equipper or coach, no matter how expert he is as a scholar, is in his teaching function asked to help the student to release and develop powers of observation and reasoning that will serve him as a continuing learner.

Look forward to seeing more of your yummy healthy recipes as into a visual learner so videos & pictures are a must!

Our work helps to foster learners who are healthy, motivated, and prepared for the wide variety of tasks they will face as adults.

I believe that embracing a broader framework of «success» as kids pursue their post-high-school goals and develop as people, learners, and professionals, will serve us all.

The result was a report titled «Teaching Adolescents to Become Learners,» published in June 2012, which for the first time represented noncognitive skills — or «noncognitive factors,» as the report called them — not as a set of discrete abilities that individual children might somehow master (or fail to master), but as a collection of mindsets and habits and attitudes that are highly dependent on the context in which children are learning.

Learners need to feel some authentic connection to and engagement in a task, they need to recognize small failures as a healthy aspect of the learning process, and they need to develop an understanding that true mastery and pursuit of a passion may take years.

And having completed her Doctor of Nursing degree from Boston's prestigious Northeastern University as an adult learner much later in life, Ann also encourages everyone to «never stop learning.»