Sentences with phrase «on students learning rather»

Rather, find one or two apps or resources that work best for you, become an expert with them, and focus on student learning rather than app harvesting.

Not exact matches

I see these lazy students in my classes always complaining and spewing forth their anti-intellectualism... how they despise learning and would rather someone speak to them on the level of a 4th grader, only to confirm what momma and their favorite pastor had already told them.

I learned that another course on the Virgin was being offered in a different department at Wheaton the same semester; rather than competing for student attention, both classes quickly filled.

«It's important to emphasize that the changes in scores do not mean that schools have taught less or that students have learned less, but rather reflect this new standard, the Common Core adopted by 46 states because these standards represent the trajectory to college and career success,» King said, on a conference call.

«It's best that a student learns this in their first week, rather than later on.»

Rather than concentrating on the time intervals between learning, Carnegie wants to improve how students grasp mathematics by helping them break down complex processes into chains of individual principles.

The framework builds on 2 decades of research on how children learn, including the need for students to understand the context of what they are being taught rather than simply absorbing factual information.

Mayer discussed the implications of this research for policymakers, claiming that there is a place for small games that focus on well - specified learning objectives, become more challenging as students learn, and fit within existing educational programs to supplement, complement, and / or extend traditional instruction rather than replace it.

Rather than flowing from one pose to the next on autopilot, Porat says learning a new variation forces her students to really pay attention to her instruction and focus on their bodies — which also means they're tuning out the outside world along with their own mental chatter.

The Pennsylvania State Board of Education is slated this week to vote on rules that would make the state the first to require students to master a set of learning outcomes, rather than take a prescribed number of courses, in order to graduate.

Rather, it explored a wide range of informal learning environments with an emphasis on the profound impact of students» experiences outside the classroom.

The camera and microphone have the potential of empowering students to focus on the task of learning rather than the job of capturing information on paper.

Rather than lecturing or delivering whole - class instruction though, the teacher, who can be armed with data about where students are in their learning, can meet one - on - one with each student and have meaningful conversations about the work she is doing.

The argument for targeting assessments and interventions on where students are in their learning (rather than on where somebody wishes they were) is not an argument for lowering standards, providing success experiences or making students feel good.

Instead the system requires students to rote learn and move on while teaching staff focus on data collection and admin rather than people.

«Helping students to have freedom to feel mistakes are part of the learning process will allow for students to focus more on developing effective strategies connected to the academic task at hand, rather than worrying about getting a perfect score on a test.»

Rather, my students said that their learning improved because, in my paperless class, everything they needed was on their iPads, so they stayed more organized and felt more in control of their learning.

As soon as the Report Card is turned into a test in which a teacher learns not that a student is having trouble making friends but rather that the student is at the 18th percentile for the district in terms of sociability; or not that four particular students in her class are frequently late or absent but rather that the classroom is at the 40th percentile on the dimension of student timeliness, the function of the Report Card is lost.

So how do we, as a country entrenched in an education system that distributes standardized tests and groups students based on chronological age rather than rate of learning, break through its mental barriers and start to embrace — and demand — the science of the individual?

Some decisions were easy: to provide a program from 7th grade through graduation; to move students through the program on an individual basis; to ask our teachers to be well educated, but to act more as generalists than specialists; to keep teachers» student loads down, and to offer advisories instead of more formal and distant «guidance counseling»; to offer only one foreign language, but to expect all to learn it; to put our money into more adults, some of them young adults, rather than into high rents or new furniture.

When students use tool technologies to create content, their engagement is largely based on how successfully teachers craft the learning assignments, rather than on the technology itself.

Rather than painting boards and their members with a broad brush, Shober and Hartney spend time defining different types of capacity — possessing accurate knowledge about a district, focusing on student learning, and adopting effective work practices.

«As a result of [my mission to Huntsville], classroom learning will be much more activity - based rather than theoretical - things like survivability, the history of space flight, the equipment used... and I will expand on the NASA material to make lesson plans more interesting for the students.»

Implicit in the prior discussion and Figure 1 are strong reasons for schools to focus on skills rather than dispositions: Skills can be taught, are typically publicly observable and specific, lend themselves readily to selection based on what the school or teacher intends students to learn, and aren't heavily constrained by genetics.

In addition to the points already covered, other techniques may include: under talking instead of over talking (that is, explaining concepts in «bite - sized chunks» using simple language, rather than elaborating on the concept in an attempt to explain it), scaffolding learning content, and building mutually respectful, trusting relationships with Indigenous students and their families.

To this end, the input - based metric of weekly student access to the learning plan ought to be removed, not because it is bad per se, but because it is more likely to encourage compliance - driven plans rather than thoughtful ones based on a coherent program.

With that question as the driving force, students should focus on the learning rather than on the badges.

The real pressures on such schools and their staffs are to meet student needs that are often ubiquitous and acute in such communities (e.g., health, nutrition, remediation, attendance, language, discipline) rather than to maximize the learning of their high achievers.

The existence of an orderly learning environment throughout the school — established through positive rather than negative means, whereby there are high levels of teacher consistency about how it is «enforced» and structures in place to ensure that all students are known well by at least one adult in the school — is a fundamental precondition for improved teaching and learning to occur on which the subsequent improvement in student learning outcomes can be based.

These are all independent learning lessons as I do not teach in a classroom but rather in big open learning environments where students are expected to work on their own.

Under «Preventive and Reactive Classroom Environment,» teachers receive the top score if they «provide effective management procedures with a comprehensive focus on student learning,» but receive the lowest score if they «react to disciplinary incidents after the fact rather than trying to prevent them.»

Rather than requiring all students to move lock - step with their age peers on the assumption that they are more or less equally ready for the same school curriculum, this approach would recognise that students are at very different stages in their mathematics learning and would be designed to challenge and extend every student.

Blended learning, the mix of online learning in brick - and - mortar schools, can shift how teachers allocate their time by allowing them to actually work with students based on individual students» needs, rather than simply lecturing to an entire class that may have vastly different levels of understanding.

At the root of outcomes - based education is the desire to raise student achievement and prompt the nation's schools to fix their sights on what children learn rather than on what administrators supply and what teachers teach.

By introducing educational apps into lessons, teachers are moving from «teaching» to «facilitating learning» — helping students find ways to learn by focusing on enhancing the process of critical thinking rather than solely looking at whether an answer is right or wrong.

In this, the second of two articles on one - to - one computing (See The 411 on One - to - One Computing), we look at reasons to consider one - to - one computing in the classroom, research data on the impact of technology on student achievement, concerns about technology's overuse in the classroom, and tips to ensure that classroom computing helps, rather than hinders, the learning process.

«Good Teaching Matters: How Well - Qualified Teachers Can Close the Gap» (1998) makes the case that the capability of the teacher, rather than influences from outside the classroom, has the strongest effect on student learning.

Yes, I know, there are other factors that contribute to their better score on the Program for International Student Assessment (PISA)-- longer school days, advanced science and math starting earlier in elementary school rather than high school, extra tutoring in Korean hagwons, less to learn with a more focused curriculum, no non-essential learning activities such as sports, home ec or computer applications courses.

A traditional secondary schooling model normally focuses on content, compliance and control rather than engaging students in the learning process and encouraging them to become lifelong learners

Normally, research studies focus on scores for No Child Left Behind assessments, rather than on how much or little academically gifted students are learning.

«Extensive research shows that... valid and reliable measures of teacher effectiveness,» have yet to be generated, she says, blithely putting on ignore important work by Thomas Kane, Eric Hanushek, and Raj Chetty and his colleagues, which shows that students learn in any given year somewhere between 10 and 20 percent of a standard deviation more if they have an especially effective teacher rather than a very ineffective one.

Thus the unit - credit system came to define both the structure and the meaning of a high - school education: a rigid schedule of subjects and classes, an emphasis on time served rather than amount learned, and a belief that once a student obtained the required number of graduation units, his high - school education was complete.

For example, online providers in states that still count academic credit in time must report out student learning based on these arcane metrics, rather than fully unleashing the more flexible pacing inherently possible in an online course or module.

The accountability systems encouraged all manner of dubious practices, such as focusing teacher effort on a small subset of students at risk of failing the exams rather than advancing every child's learning.

In fact, some violence prevention and social learning strategies can actually refocus how students learn, for instance, rather than the teacher lecturing on a topic, students work together in a cooperative group.

Plans that rely solely on student test scores have the most opponents, including many parents, who scorn «teaching to the test,» in which students are drilled to increase their test scores rather than taught to understand the underlying material and learning skills to last a lifetime.

The only possible link to OBE is the focus on WHAT students learn and HOW WELL they learn, rather than on WHEN they learn.

Stigler and Hiebert note that, rather than reform, the aim of lesson study is to produce «small, incremental improvements over long periods of time» and however long the process there remains «an unrelenting focus on student learning».

Techniques include strategies such as: developing strong mathematical content knowledge and positive attitudes towards mathematics; encouraging their students to use critical thinking and active learning; placing more emphasis on understanding rather than rules and procedures; using concrete materials and technology; and providing support and encouragement for all students.

Rather, we need to focus on personalizing student instruction and driving student ownership of learning in an integrated way to best prepare our students for college and a career.