Sentences with phrase «often focuses on learning»

Her approach often focuses on learning ways to mindfully turn emotions into wisdom, manage stress, and build meaningful connections with loved ones.

My work often focuses on learning ways to mindfully turn emotions into wisdom, manage stress, and build meaningful connections with loved ones.

Yet the curriculum and pedagogy in high school often focuses on learning biology content rather than on healthy emotional development.

Not exact matches

Previous deep learning approaches have focused on rectangular regions located around the center of the image, and often rely on expensive post-processing,» the NVIDIA researchers stated in their research paper.

The approach applies to both teaching and learning and is often more focused on learning concrete skills rather than solving abstract problems.

Since the students in the Fort Worth, Texas, school are focused on digital - game creation, often they don't even realize they're learning computer coding, Thomas says.

And if you focused on learning about God, theology, or increasing in knowledge of scripture, you were frequently and often rebuked (knowledge puffs up, love edifies), and instead of «selfishly» learning theology, you should be out converting people (increasing numbers).

In all these sources, as well as a sizable and growing group of religiously open scientists (including medical professionals and social scientists) who are often neither New Age / Eastern nor Christians, there is a particular, intense focus on learning about the nature of consciousness.

; it is weak in science and technology education often mass producing ill - educated or barely literate graduates in arts and humanities; ignores the critical role of economics, management and entrepreneurship education in the context of developing nations; destroys innovation and creativity through outdated teaching methods instead of focusing on fostering the student's own independent learning and creative thinking; and is insufficiently focused on adult, vocational and technical education.

We often report on the struggles of Common Core Learning Standards in the classroom, but in this Focus on Education report WBFO»S Eileen Buckley takes us inside JFK Middle School in Cheektowaga to hear about how educators and students are embracing it successfully and how future teachers are gearing up for the challenge.

Over the years, I've learned that staying healthy during cold and flu season is easier when I follow some simple, holistic health hacks focused on boosting everyone's energy and keeping stress and germs at bay — especially when traveling, which I often need to do for work.

If we are too focused on protein consumption, we will often neglect to fill enough of our plate with the antioxidant - rich foods we just learned about above.

Younger singles are often focused on marriage and children while older singles, many of whom have been married before and have learned from the mistakes of past relationships, take a more logical approach to dating that focuses on shared interests and long - term compatibility.

While not shy on carnage, the earlier «Kingsman» focused on Eggsy's transformation from a streetwise hood into a dapper young super-spy — basically, the movie was «My Fair Lady» meets James Bond, as Eggsy learned to dress smart, talk properly and save the world, taking his shirt off just often enough to remind what the movie was really selling.

Due to the nature of this learning format, it's often best used in informal environments, whilst still focusing on a specific outcome.

Service learning projects should be focused on the priorities of the community; remember, the lessons of empathy and productiveness students take away is often more important than the exact issue being addressed!

PBL often does focus on a public audience and product, but here you might consider how students will learn from that audience as well.

But learning practitioners often focus on developing the learning rather than on the needs of the employee.

As a school leader or principal, you can often focus more time on improving teaching and learning beyond one classroom, giving others greater confidence and impact.

Too often, however, practitioners focus on the technology rather than on the learning solution itself.

Countries have to be encouraged to stick to their high aspirations, but to recognise that progress towards world - class standards often depends on using easier tests capable of identifying precisely where students are in their learning so that interventions can be better focused on current learning needs.

That may seem on the surface unnecessary in today's standards - based environment, but I've found that teachers and students often focus solely on learning activities and are largely unaware of or unconcerned about what students are supposed to be learning.

Schools will leverage online learning for academics, which means they will be able to act as community centers in essence and focus far more on providing well - kept facilities that students want to attend with great face - to - face supports, high - quality meals, and a range of athletic, musical, and artistic programs — things that receive short shrift all too often today.

How Shanghai Does It: Insights and Lessons from the Highest - Ranking Education System in the World says teachers are supported with ongoing professional development which is often collaborative in nature and focused on improving instruction, and a framework of clear learning standards, regular student assessment and well - aligned curriculum.

Still others act as case workers or counselors (but actually spend the majority of their day in the learning environment with students) to focus on the non-academic problems — like food, health, or emotional issues — that too often trip up students (and sadly receive short shrift in many schools today).

Decide for yourself how often you should focus on tasks at each level so that students gain the most from the learning opportunities you design.

It wasn't always easy to teach in the way that the teachers in this study believed learning should occur, as current structures in many Australian schools focus on testing and often quite narrow assessment regimes.

Instead of focusing the education conversation around a select number of hot topics ~ often related to school governance ~ we should focus our efforts on overcoming larger societal realities and their impact on student learning.

Such a goal often derails policies from focusing on strengthening equity and learning opportunities of all children instead of following the race - to - the - top mentality.

Primary teachers, regularly involved in training and in - servicing around literacy and numeracy, often feel pressured to focus on these areas at the sake of other learning areas.

More often than not, organizations focus on the delivery of a Learning Management System and not the adoption.

I think all too often the narrow focus on what can be easily tested (and what schools are held accountable for) has a retrograde effect on depth of learning in the classroom.

With ROI and ROE, the focus is so often just on the end result, when Learning and Development needs a much more holistic overview of the learning landscape in an organLearning and Development needs a much more holistic overview of the learning landscape in an organlearning landscape in an organization.

This is the second question that I'm often asked, and there are four resources that I recommend for GBL with a focus on language learning:

Also, many products recently implemented in classrooms have missed the mark, with the focus on technical specifications often coming at the expense of what translates to real benefits in a collaborative learning environment.

Rather than focusing on where students are in their long - term progress, this approach often treats each new topic (or school year) as a fresh start — a self - contained body of content to be taught, learnt and assessed.

How often do you engage in sustained dialogue with your students that is deeply focused on their learning?

Our immediate and soul focus on academic learning can often detract from more creative and explorative learning experiences.

Language classes often don't focus on the aspect of learning a language that intrigues students most — speaking it.

Learning and Development managers often make the mistake of just focusing on either training or performance support when there is a difference between the two.

In blended learning, we often see a flipped classroom in which eLearning prework includes knowledge - based content and the classroom portions focus on skills and practice.

Yet, Learning and Development departments struggle to move beyond the classic learning approaches that too often focus more on information than interLearning and Development departments struggle to move beyond the classic learning approaches that too often focus more on information than interlearning approaches that too often focus more on information than interactions.

Meanwhile, discipline «reforms» are focused overwhelmingly on reducing punishments, often with little attention to the potential downside for learning in the classroom.

Education reforms that aim to help economically disadvantaged students often focus on improving the quality with which grade - level material is taught, or the incentives that students have to learn it.

The effort to insist on «assessment boundaries» — which narrow the focus of a standard by setting a ceiling on the content that can be assessed — in connection with every standard often leads to a «dumbing down» of what might actually be learned about a topic, seemingly in the interest of «one - size - fits - all» science that won't be too challenging for students.

The programs shared seven common features: they were focused on the subject areas that teachers teach; incorporated active learning; supported collaboration; used models and modeling to demonstrate effective practice; provided expert coaching and support, offered opportunities for feedback and reflection, and were sustained in duration, often unfolding over months or years, rather than occurring in a single, «drive - by» after school workshop, as is often the norm.

Her work often focuses on literacy, differentiated instruction, professional learning, and integrating support structures for continuous school improvement.

Even though student - centered learning is the foundation of student voice, the complexity and demands of teaching often make focusing on student voice yet another «add - on» for educators.

Worst of all, these changes are often made in the middle of students» courses of study, making it impossible to plan properly or to focus on learning rather than constant administrative change.

Such practices often focus on potentially competing goals of student competencies versus student excellence and include such practices as heterogeneous grouping, cooperative learning, and an absence of clearly defined middle school curricula.