Sentences with phrase «on conceptual learning»

To cultivate that untapped talent, Singer said, educators have solid evidence of methods that work in STEM education — such as focusing on conceptual learning, problem - solving, and use of representations such as diagrams and evolution trees — but those methods are used in very few undergraduate classrooms where STEM teachers receive their training, Singer said.

Not exact matches

Music has the power to increase intellectual ability by stimulating electrical responses in the brain, endorsing creativity, increasing receptivity to learning by bringing mind to a relaxed state, and capitalizing on instinctive body rhythms which stimulate conceptual ability.

Based on a 50 - state survey, the study by Michigan State University's Center for the Learning and Teaching of Elementary Subjects found that 35 states had created inservice programs to train teachers to teach problem - solving and conceptual understanding.

This review defines «inquiry - based science instruction,» and synthesizes research published from 1984 to 2002 to examine the impact of such instruction on K - 12 student science conceptual learning, using a mixed - methodology approach.

But engaging students in authentic performance tasks and project - based learning helps deepen their understanding on both the factual and conceptual levels.

Existing theories of algebra learning focus on building conceptual knowledge and place less emphasis on how students gain expertise with symbolic strategies.

The progressivist believes that it is better to study math and science through real - world, hands - on, natural methods than through the deadening modes of conceptual and verbal learning, or the repetitive practicing of math algorithms, even if those «old fashioned» methods are successful.

A blend of theory, research, personal vignettes, and practical strategies and suggestions, including a chapter on instructional strategies that support conceptual understanding in science and the Framework for Linking Assessment, Instruction, and Learning when using the formative assessment probes in the Uncovering Student Ideas in Science series.

Topics include the benefits of computer - assisted learning in relation to students» conceptual understanding, the impact of digital games on students» learning of social skills, as well as the book «Everything Bad Is Good for You,» by Steven Johnson.

Differences in perspective suggest different research questions, conceptual frameworks, methodologies, perspectives on literacy, and audiences for publications, which result in differences in what is learned about literacy standards and assessment.

Assessments of academic, vocational or other formal learning must promote, measure and provide useful feedback on conceptual understanding and the ability to use knowledge and create rather than primarily procedural, factual or surface learning.

Drawing on the preservice and in - service teacher education literatures, we present a conceptual analysis of learning activities that have the potential to support mathematics and science teachers to improve practice.

As a strategy employed by teacher leaders, lesson planning, review, or analysis may be used for various purposes: to focus attention on the content and learning outcomes in a lesson, rather than on an «activity for activity's sake»; to deepen understanding of «big ideas» and the content knowledge in a lesson; or for articulating the conceptual flow across lessons that guides student learning over time.

The efficacy of Science4Us (completed by McRel) has been established that it provides a positive effect on students» conceptual and procedural knowledge as well as their motivation to learn in science topics.

Focus on building core conceptual knowledge (big ideas) is the most efficient way to engender meaningful learning (so new learning is assimilated into what is known)

Focusing on conceptual understanding honors individual learning differences, and means each student is allowed to «do what makes sense» to solve problems.

How the content standards and practice standards connect across grade levels to build on prior learning, deepen conceptual understanding, promote real - world application, and prepare students for high school level mathematics.

Recent findings point to the importance of building on prior knowledge, constructing learning environments that promote cognitive development, reflection, and deep conceptual understanding.

Teachers exclaim time and time again how conceptual teaching and learning helps students retain information, reach understanding on a deeper level, and transfer their learning to new situations.

The image on the left demonstrates a depth of learning as students return to answer an abstract conceptual question through increasingly complex contexts or situations.

«Teaching for mastery focuses on deep conceptual learning, developing secure foundations that pupils can build on throughout their education.»

«Maker - centered learning supports a deeper conceptual understanding, so we really appreciate the power of maker - centered learning and hands - on learning when it comes to understanding mathematical ideas, or a scientific idea, or understanding civics and how the world around us works.»

The challenges of implementing the expectations of Act 77 has proven to be a process that is heavily dependent on the conceptual understanding of the law, openness to re-imagining learning, and consistent support of school leadership.

The article focuses on sites that provide specific benefits in building number sense, conceptual understanding, and problem solving for students with learning disabilities and visual impairments.

Although fidelity of implementation monitoring has shown Science IDEAS classrooms to be affectively positive, this advanced component student motivation strategy is designed to make the linkage between conceptual learning in science (or increasing proficiency in reading comprehension) and student recognition of achievement progress more explicit on a continuing basis.

Research on science learning in these multi-user immersive virtual environments (Barab, et al., 2010; Dede, 2009; Neulight et al., 2007) suggests that authentic designs and contextual narratives around science phenomena are not only engaging but also help learners acquire deep science inquiry skills and conceptual knowledge.

The hands - on learning board and 200 full - color activity cards in the LOGiCO system provide hours of independent, self - correcting practice in - Reading Math Science Social Studies Visual Discrimination Benefits of LOGiCO: Offers differentiated practice at three different, color - coded levels of difficulty Promotes learning independence, enthusiasm, and self - confidence Builds skills and conceptual knowledge required for success in school LOGiCO Classroom Package Includes 200 Activity Cards, 6 LOGiCO Learning Boards, Skill Divider Tabs, Scope and Sequence Skills Chart, and Teacher'learning board and 200 full - color activity cards in the LOGiCO system provide hours of independent, self - correcting practice in - Reading Math Science Social Studies Visual Discrimination Benefits of LOGiCO: Offers differentiated practice at three different, color - coded levels of difficulty Promotes learning independence, enthusiasm, and self - confidence Builds skills and conceptual knowledge required for success in school LOGiCO Classroom Package Includes 200 Activity Cards, 6 LOGiCO Learning Boards, Skill Divider Tabs, Scope and Sequence Skills Chart, and Teacher'learning independence, enthusiasm, and self - confidence Builds skills and conceptual knowledge required for success in school LOGiCO Classroom Package Includes 200 Activity Cards, 6 LOGiCO Learning Boards, Skill Divider Tabs, Scope and Sequence Skills Chart, and Teacher'Learning Boards, Skill Divider Tabs, Scope and Sequence Skills Chart, and Teacher's Notes.

Recognizing that building a strong conceptual foundation was necessary to increase grade 6 math proficiency, the district focused its efforts two years earlier — on grade 4 math — adopting research - based practices and increasing opportunities for deeper learning that align with the districts vision for personalized, adaptive instruction.

«This book reminds us that we need to go back to models of learning and use them to help students see similarities and differences, learn how to summarize and take notes, practice deliberately, use imagery to build a deeper conceptual understanding on which they can «hang» surface level knowledge, learn from one another, solve problems, generate and test hypotheses, and give and receive feedback,» wrote education professor and author John Hattie in his foreword to the publication.

Formative assessment in science and mathematics differs from other subject areas such as English language arts due to the conceptual nature of the disciplines and the impact preconceptions have on student learning.

In the science classroom, teachers can enhance reading and improve science learning by focusing on the following: promoting students» conceptual understanding of fundamental science concepts; organizing instruction so students constructively engage in experiences with science phenomena before reading about them; increasing students» awareness of how information is organized and displayed in science texts; teaching students syntactical structures common to science (such as «If... then»); and enabling students to express their understanding of science by doing science, talking about science, and writing about science, in addition to reading about science.

It's hard to learn the necessary skills while working on a novel you care about, since you might not be willing to change an element you love to fit a conceptual plot point.

On conceptual approaches and the art in the age of machine learning and ai.

For more in this series, see my thoughts on Art itself, Appointment only exhibitions, Artificial Intelligence replacing artists, Everyone's a Critic, Photo London, The Turner Prize, Art for art's sake, Conceptual art is complicated, Condo, How performance art is presented in museums, Frieze week floozies, too much respect for an artist's legacy, opinions not being welcome, an exhibition across three countries, tackling race and gender in art, artist - curators, art fair hype, top 5s and top 10s, our political art is terrible, gap left by Brian Sewell, how art never learned from the Simpsons, why artspeak won't die, so - called reviews, bad reviews are bad for business, the $ 179m dollar headline, art fairs appealing to the masses, false opening hours, size matters and what's wrong with video art.

For more in this series, see my thoughts on Private views, Art itself, Appointment only exhibitions, Artificial Intelligence replacing artists, Everyone's a Critic, Photo London, The Turner Prize, Art for art's sake, Conceptual art is complicated, Condo, How performance art is presented in museums, Frieze week floozies, too much respect for an artist's legacy, opinions not being welcome, an exhibition across three countries, tackling race and gender in art, artist - curators, art fair hype, top 5s and top 10s, our political art is terrible, gap left by Brian Sewell, how art never learned from the Simpsons, why artspeak won't die, so - called reviews, bad reviews are bad for business, the $ 179m dollar headline, art fairs appealing to the masses, false opening hours, size matters and what's wrong with video art.

It is the Audain gallery's mission to encourage «conceptual and experimental projects that explore the dialogue between the social and the cultural in contemporary artistic practices» and SFU prides itself on its adherence to the principles of an autodidactic education, placing an emphasis on «self - directed and individual modes of learning».

Postcards From The Edge, Metro Pictures, New York, US New York / New Drawing 1946 - 2007, Museo de Arte Contemporáneo Esteban Vicente, Segovia, ES Monuments With A Horizon Line II, Buchmann Galerie, Berlin, DE Desenhos [Drawings]: A-Z, Museu da Cidade, Pavilhão Preto, Lisbon, PT The Porn Identity, Kunsthalle Wien, Vienna, AT A Bit of Matter And A Little Bit More, screening Performatik 09, Cultuurcentrum Strombeek and Performatik, Brussels, BE Regift, The Swiss Institute, New York, US Cut & Paste, Galleri Susanne Ottesen, Copenhagen, DK Down To Earth (Ceramics), Cultuurcentrum Strombeek, Grimbergen, BE Double 40 Jahre Kabinett für Aktuelle Kunst, Bremerhaven, MMK, Frankfurt, DE The First Stop on the Super Highway, Nam June Paik Art Center, Gyeonggi - do, KR Feedbackstage, Galerie Thomas Schulte, Berlin, DE Sharjah Biennial 9: Provisions For The Future (curated by Isabel Carlos), Sharjah Arts Museum, Sharjah, UAE Two in One Contemporary Art from Witte De With & De Appel, Christie's, Amsterdam, NL 40th Anniversary Benefit Exhibition, White Columns, New York, USA Écritures Silencieuses, curated by Herve Mikaeloff, L'Éspace Louis Vuitton, Paris, FR Carnival Within - An Exhibition Made in America, curated by Sabine Russ, Gregory Volk, Uferhallen, BE Espèces d'Espaces, Yvon Lambert, New York, US Take The Money And Run, Brouwergracht 196, Appel, Amsterdam, NL Double Participation, Museum für Moderne Kunst, Frankfurt / Main, DE Beginnings, Middles, And Ends (cur.Gianni Jetzer), Christine Koenig Galerie, Vienna, AT Dematerialised: Jack Wendler Gallery 1971 to 1974, curated by Teresa Gleadowe, Chelsea Space, London, UK Time As Matter, MACBA, Barcelona, ES 15 Years of Collecting Against the Grain, Kunstmuseum Wolfsburg, Wolfsburg, DE Artist Rooms Tate St Ives Summer Season, Tate St.Ives, UK Au Pied De La Lettre, Centre d'Art Contemporain, Chamarande, FR Art - Athina, Galerie Hubert Winter, Faliro Pavillion, Athens, GRSerralves 2009 The Collection: An Exhibition in Three Parts and Permanent Works in the Park, Serralves 2009 - The Collection: Passage through the First Part of the Exhibition, Serralves Museum, Porto, PT Serralves 2009 - The Collection: Videos and Films in the City, 74 Rua Cândido dos Reis, Porto, PT As Long As It Lasts, curated by Tom Eccles, Marian Goodman Gallery, New York, US Close Encounter, Blokhuispoort, Leeuwarden, NL When Ideas Become Forms 30 Years of Gallery, La Galleria, Venice, IT; Galerie Dr.Dorothea van der Koelen, Mainz, IT The Poetics of Space, curated by Anja Isabel Schneider, Galerie Marian Goodman, Paris, FR Zidovi na Ulici / Walls in the Street, multiple locations around Belgrade, RS Target Practice: Painting Under Attack 1949 - 78, Seattle Art Museum, Washington, US Time, Konrad Fischer Galerie, Düsseldorf, DE This World & Nearer Ones, curated by Mark Beasley, Governors Island, New York, US Recontres International Paris / Berlin / Madrid, Haus der Kulturen der Welt, Berlin, DE Turning Some Pages, screening A House is not a Home, La Calmeleterie, Nazelles, Négrons, FR Printed Matter, Learn to Read Art (Aprender a Leer Arte), Museo de Arte Contemporáneo de Castilla y León, ES Collection History: Highlighting Recent Acquisitions, MOCA, Los Angeles, California, US In & Out of Amsterdam: Travels in Conceptual Art, 1960 - 1976, curated by Christophe Cherix, Museum of Modern Art, New York, US Memory Labyrinth.

The Los Angeles - based Garcia Torres learned that on 21 July 2007, the caravan of conceptual artist Michael Asher disappeared from its space at Sculpture Project Munster only to be found days later in the woods at the city's edge.

Instead of relying on lectures and textbooks, Modeling Instruction emphasizes active student construction of conceptual and mathematical models in an interactive learning community.

Data on students of teachers who have been through the Modeling Instruction program show that students typically achieve twice the learning gain on a standard test of conceptual understanding as students who are taught conventionally.

In doing so, the document draws both on conceptual analysis and on some of the most important practical lessons learned to date from implementing ETSs around the world, including from the European Union, several provinces and cities in China, California and Québec, the Northeastern United States, Alberta, New Zealand, Kazakhstan, the Republic of Korea, Tokyo, and Saitama.

Triple P is based on five principles that are imperative in teaching positive parenting: ensuring a safe and engaging environment, creating a positive learning environment, using assertive discipline, having realistic expectations, and taking care of oneself as a parent.55 The conceptual underpinning of Triple P is that the parent must be «self - regulatory,» meaning that she believes that she can improve the behavior of her child through her own actions and is confident in making decisions and problem solving to do so.56

Here is has been rewarding for me to learn so much from experienced colleagues while working together on the conceptual and organizational challenges of defining criteria for training and certification.

Written by a team of professionals, Including one, including all provides theoretical, conceptual, and practical information on relationship - based, inclusive practices for early childhood classrooms, an approach that strengthens every child and supports the child's behavioral, emotional, social, and learning challenges.

Learn new approaches to clinical assessment that are based on revealing the precise impairment to integration, and offering a new conceptual framework for your clinical practice.

In this article, we argue that successful STEM learning depends on the conceptual, methodological, and analytical coupling of metacognition and emotions during learning about 21st - century skills with advanced learning technologies.