Sentences with phrase «of traditional classroom practices»

Imagine if such studies — both of traditional classroom practices and the digital variety — became much more common.

The program consists of both traditional classroom practice, such as teacher - led class discussion and student worksheets, and complementary interactive computer - based activities (CD - ROM) for individuals or groups.

Not exact matches

Even the most effective attempts to push a government - established curriculum into classroom practice will drag out over a decade, because it just takes so much time to communicate the goals and methods through the different layers of the system, and to build them into traditional methods of teacher education.

It is important to remember that part of this teaching approach is to allow the process to operate in the reverse order to the traditional way we do this in school maths classrooms; practice some maths then apply that maths through a word problem — where the maths skills have already been identified and formulated for the student.

The purpose of the ULN is to foster a passionate interest and investment in reading for students who have traditionally been uninterested in, or disenfranchised by, traditional classroom literacy practices.

Another impact of the blended training program is that the two - day workshop still retains the valued benefits of a traditional classroom experience (i.e. getting to know other managers, practicing skills in a realistic context, etc.).

Blended learning, or Instructor - Led Training (ILT), is the practice of combining traditional, classroom - based training with online learning.

Practicing critical thinking in the classroom may mean discussing the quality of a textbook, considering whether traditional beliefs about a subject are accurate, or even discussing the teacher's instructional style.

Because they enable feedback loops between theory and everyday classroom practice and are supported by a network of like - minded peers, these models have been found to be much more effective than the traditional model of courses, workshops, conferences and seminars.

This design extends reflection on reform - based practices into teachers» first school placements, as science teachers tend to revert back to traditional practices as they experience the reality of the classroom (Simmons et al., 1999).

Many of the pre-service teachers that come through my classroom, as well as many of us, went through school with very traditional assessment practices and a traditional mindset when it comes to education, assessment, and grading.

Combine the struggles in improving literacy with low levels of classroom management skills among many teachers (another problem traceable to ed schools), the arbitrary nature of traditional school discipline practices, and the problems within American public education attributable to racialist practices such as ability grouping, and it is little wonder why the overuse of suspensions is such a problem for our kids.

Exposing preservice teachers to classes in this manner risks a perpetuation of technology use to replicate traditional models of classroom practice (Ertmer, 2005; Strudler & Wetzel, 1999; Willis, Thompson, & Sadera, 1999).

The growing number of English language learners in traditional classrooms calls for instruction and practice tailored to each student's language abilities and level of mastery.

Based on all the data on the depths of the nation's education crisis — including the fact that three out of every 10 fourth - graders are functionally illiterate as well as how traditional policies and practices keep laggard teachers in classrooms — you would think valid criticism, internal and external, would be welcomed.

Research has found that the attitudes students take toward learning are heavily influenced by whether they have been led to attribute their success (or failure) to innate ability, to effort, or to other factors — and that traditional classroom practices such as grading and competition lead them to explain the results in terms of ability (or its absence) and to minimize effort whenever possible.

In April 2017, In the Public Interest released a report revealing that a substantial portion of the more than $ 2.5 billion in tax dollars or taxpayer subsidized financing spent on California charter school facilities in the past 15 years has been misspent on: schools that underperformed nearby traditional public schools; schools built in districts that already had enough classroom space; schools that were found to have discriminatory enrollment policies; and in the worst cases, schools that engaged in unethical or corrupt practices.

Instead, the majority of the community school conversations to date, have focused largely on advocating for a whole - child approach to education that defines teaching and learning beyond the narrow constraints of a traditional classroom and school infrastructure and practice.

The UCAPP program is transforming a high - quality, traditional university - based program into an innovative program that increasingly integrates graduate coursework and field experiences and prepares principals who can use data and evidence of classroom practice to organize change.

Such networks «work against the traditional isolation of teacher from teacher, university from classroom, novice from experienced educator... to craft a new professional community with a new discourse for the understanding and improvement of practice» (Raphael et al., 2001, p. 606).

And you can believe that graduates of traditional teacher education programs (who spend 4 to 5 years studying their content area, pedagogy, learning theories, child development, and gaining experience in school classrooms working with actual students and practicing teachers) aren't as «good» as the graduates of elite colleges and universities (who didn't major in education and only get a few weeks of training before entering the classroom.)

Traditional learning could combine eBooks as the interactive learning and test - based features allow students more practice opportunities inside and outside of the classroom.

The Report's central conclusion is that, although traditional legal pedagogy is very effective in certain aspects, it overemphasizes legal theory and underemphasizes practical skills and professional development.5 By focusing on theory in the abstract setting of the classroom, the Report argues, traditional legal education undermines the ethical foundations of law students and fails to prepare them adequately for actual practice.6 Traditional legal education is effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional traditional legal pedagogy is very effective in certain aspects, it overemphasizes legal theory and underemphasizes practical skills and professional development.5 By focusing on theory in the abstract setting of the classroom, the Report argues, traditional legal education undermines the ethical foundations of law students and fails to prepare them adequately for actual practice.6 Traditional legal education is effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional traditional legal education undermines the ethical foundations of law students and fails to prepare them adequately for actual practice.6 Traditional legal education is effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional Traditional legal education is effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.10

Unlike traditional classroom - style training programs, Practice Boomers is a combination of e-learning and facilitated group coaching designed to habitualize practice development for its lawyer tPractice Boomers is a combination of e-learning and facilitated group coaching designed to habitualize practice development for its lawyer tpractice development for its lawyer trainees.

Registered Nurse / Instructor — Duties & Responsibilities Provide exceptional patient care and medical team support across multiple medical specialties Skilled in surgical, cardiac, pulmonary, medical, radiology, pediatrics, and emergency room medicine Maintain working knowledge of current medical technology, procedures, and standards of care Create workflows assigning tasks and responsibilities to the nursing team Responsible for scheduling, hiring, payroll, and evaluation of nursing team and support staff Trained in chemical paralytic agents, surgical airways, pericardiocentesis, chest needle compression, and intraosseous access Perform advanced cardiac life support procedures, vasculature access device insertion, and 12 lead EKG's Responsible for intubation, ventilator management, IV and oral medication administration, and monitor line insertion Transport critically ill or injured patients to healthcare facilities and respond to in house codes Maintain professional and courteous communications with patients and family Educate patients and family members in healthy lifestyles and disease management Train nursing students in accepted practices and standards of care Utilize high fidelity mannequins in a variety of situations to develop student critical thinking skills Lead traditional classroom education and scenario debriefs ensuring student comprehension Design and implement engaging curriculum to reach a variety of skill sets and learning styles Offer guidance and support to junior nurses, lab technicians, and medical technologists Oversee confidential patient information, customer service, phones, and other administrative functions as needed Demonstrate ability to remain calm and levelheaded in high pressure situations Perform all duties with positivity, professionalism, and integrity