Sentences with phrase «pace for student learning»

Competency - based education has disrupted classrooms across the nation, offering flexibility of place and pace for student learning.

Within the last year, competency - based education has disrupted classrooms across the nation, offering flexibility of place and pace for student learning.

Not exact matches

The goal is to «have high quality online content which allows the students to learn at their own pace, pause, reflect, practice,» Koller said, «and then they come to class for something that is much more about active learning, problem solving, and debate and is much more engaging.»

In the postsecondary space, the Gates Foundation made a number of grants — both directly and through NGLC — to intriguing ventures with the potential to improve education dramatically, including some of my disruptive favorites: start - up MyCollege Foundation, which will establish a non-profit college that blends adaptive online learning solutions with other services at a low cost; University of the People, the world's first tuition - free, non-profit, online academic institution dedicated to opening access to higher education globally; New Charter University, a competency - based university that charges only $ 199 per month for students seeking a degree and for which NGLC will fund a research study of its online students and a comparative one of students enrolled in a blended - learning environment delivered through a partnership with the Community College of the District of Columbia; Southern New Hampshire University, which under its President Paul LeBlanc has already created an autonomous online division and will now pioneer the «Pathways Project,» which will offer a self - paced and student - centric associates degree; and MIT, which will use the funds to create a free prototype computer science online course for edX.

The full colour pdf can be supplied to students as a printed handout (not so eco-friendly at 7 pages) or as a digital file for self pace learning.

If each student was given the opportunity to learn at their own pace with an education plan customized to their individual needs, then each and every student would achieve his or her God - Given potential for learning.

Learning partly online and partly face - to - face helps students move at their own pace, but requires them to take more responsibility for learning, studeLearning partly online and partly face - to - face helps students move at their own pace, but requires them to take more responsibility for learning, studelearning, students say.

There are many definitions of blended learning to be sure, but for our purposes let's take the definition of blended learning from Innosight Institute which defines blended learning as: a formal education program in which a student learns at least in part through online delivery of content and instruction with some element of student control over time, place, path, and / or pace and at least in part at a supervised brick - and - mortar location away from home.

Students become responsible for their learning by setting their own pace at a school that educates parents as well as children.

This lesson includes: - Clear learning objectives, - Fully differentiated resources, - Opportunities for group work, class discussions and extended writing, - Pace and challenge throughout, - High level analysis of challenging texts, - Links to relevant clips including a documentary for higher level students,

In response, the project team created Mindspark — a personalised, tech - based adaptive learning program for mathematics and language where students learn at their own pace and can access the tool in English or Hindi.

Online learning — which allows students to move through courses at their own pace, access a vast array of courses, and receive individualized instruction — is becoming an increasingly popular choice for gifted students, especially as gifted and talented programs are being fiscally squeezed.

That's the thinking behind proposals that some states are considering to pay for competency - based learning — programs that allow students to master academic content unconstrained by time, place or pace, often in online or digital environments.

Finally, to the part that gives you the most satisfaction as an instructor - blend your students learning experience by mixing your self - learning course with your instructor - led variant: In fact you may want to offer the self - paced course for free to anyone who signs up for an instructor led course and push them to go through it in tandem with your instructor led course.

«Blended learning involves leveraging the Internet to afford each student a more personalized learning experience, meaning increased student control over the time, place, path, and / or pace of his or her learning,» declares the Clayton Christensen Institute for Disruptive Innovation.

This may fine for self - paced learning, but, increasingly as teacher professional development moves online (everywhere), I'd argue that online learning for teachers should model the same instructional methods with which teachers are expected to teach students.

Removing seat time from state regulations certainly stands to open up more opportunities for students to move at their own pace, and for educators to measure progress in terms of authentic learning rather than hours and minutes.

In contrast, the self - paced curriculum in the blended - learning program put these students in the driver seat of their own learning for the first time.

Virtual classrooms and online learning platforms offer a safe space outside of the mainstream environment to access the curriculum at the student's own time and pace, for example lesson times can be adjusted so the child can attend when they feel the most energised and able to learn.

And with advances in technology it is becoming increasingly possible for students to learn at their own pace and to be assessed online when ready.

For other students an asynchronous online only learning environment provides more time student reflection and self - paced learning.

The program is a mix of self - paced learning, facilitated group discussion, and job - embedded learning that will help educators understand, advocate for, and implement strategies for global competence with their students.

This individual pacing helps to increase student ownership and accountability for their learning — traits that all students need, especially students with special needs.

This is likely because of the software's ability to personalize by adapting to a student's learning level and letting the student learn at the right pace for her, as well as the ability to provide teachers immediate feedback on student performance that is actionable.

Colleges and universities, high schools, and training and tutoring centers can use the online learning platform to create and deliver self - paced, live online or blended courses — without the need for third - party plug - ins or added costs to support advanced features and support any number of students with a flexible, SaaS - based pricing model.

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.

These self - guided units are perfect for students who learn best at their own pace and can be tucked into any science or math classroom.

The approach encouraged students to take responsibility for their learning, to learn at their own pace, to deepen their knowledge and understanding, and to make faster progress than would otherwise have been the case.»

Other techniques that may fall into «less relevant» include such ones as «Stretch It,» which is designed to help «meet students where they are and push them in a way that's directly responsive to what they've shown they can already do,» and becomes more embedded in a blended - learning environment; «Wait Time,» which is designed to help all students have a moment to answer a question, but isn't relevant when each child is working at her own pace online; «Do Now» to help focus students on a particular learning activity when they enter the classroom; and several tips around varying pacing for the entire classroom, which become more irrelevant when each student has a unique pacing schedule.

In Time to Teach, Time to Learn: Changing the Pace of School, just published by the Northeast Foundation for Children, educator Chip Wood has pulled together some totally practical ideas for refocusing on what matters most in school — teacher - student - parent relationships and great ideas!

E-schools would be able to admit students best situated to take advantage of the unique elements of virtual schooling: flexible hours and pacing, a safe and familiar location for learning, a chance for individuals with social or behavioral problems to focus on academics, greater engagement from students who are able to choose electives based on their own interests, and the chance to develop high - level virtual communication skills.

Even if students are not stressed by the pace or content of new learning, a point arises when the amygdala exceeds its capacity for efficient conduction of information through its networks into memory.

These mini-case studies examine three common struggles for personalized - learning schools: training teachers, differentiating instruction, and letting students work at their own pace.

It allows students to work at their own pace and cleverly adapts so that only written sounds unknown to them are presented for learning.

Join this webinar to learn about: • Improving quality of life for students and educators through blended learning • Stretching existing or limited resources and staff • Adding project - based learning and authentic assessments into classrooms • Selecting the right learning management system and online curriculum • Keeping pace with global evolutions in technology and education • Maintaining the human element in face - to - face and online course work

In this self - paced course you'll learn how to take your current practice to the next level to create interactive learning experiences that transform students into creators while honoring their curiosity and providing opportunities for collaboration.

Some placed greater emphasis on student choice and project - based learning, while others focused on flexible pacing and evaluation for proficiency.

The Teacher Guide includes an introduction, teacher and student rubrics, project overview, pacing guide, reflection tools and even an appendix full of all sorts of helpful gems from Learning Logs to Rules for High Performance Collaboration — everything you would need for a successful project launch (and probably even more).

Meanwhile, the Summit Public Schools charter network is offering its own innovative self - paced, project - based learning model for free to districts looking to give students more ownership of their education.

Working in tandem with flexible, personalized learning spaces, creating flexible, personalized schedules that are more fluid and allow students to learn through many modalities, at their own pace, and with lots of opportunities for support, requires a new approach to organizing time.

Advocates» calls for competency - based education are growing louder, particularly as online and blended learning unlock new opportunities for students to move through material at their own pace.

Powered by industry - leading Intelligent Adaptive Learning ™ technology, the DreamBox Math app offers a deeply personalized learning experience that differentiates content, pace, and sequence for the highest levels of student achiLearning ™ technology, the DreamBox Math app offers a deeply personalized learning experience that differentiates content, pace, and sequence for the highest levels of student achilearning experience that differentiates content, pace, and sequence for the highest levels of student achievement.

Students apply for admissions to take part in self - paced learning and receive a more individualized approach to earning their diploma.

Distance learning is often a great option for students who need to stay home for health reasons, desire to work at their own pace, find themselves unable to concentrate on their work in the traditional setting, or need to schedule their learning around a career (such as acting).

Sixty - six percent agreed that formative and interim assessments help teachers better focus on the content that students need to learn, and 60 percent agreed that these assessments provide teachers with the information needed to pace instruction for each student.

With application of neuroscientific principles, educators can pace instruction in ways to plan experiences for sensory input, allow for positive student experiences that support social - emotional connections, and also provide structure for student reflection, a part of the learning cycle.

Few teachers receive support for creating equitable and ethical grading systems, for example, which can lead to systems that punish and discourage students for learning at a different pace or for making mistakes while learning.

For example, Mr. Mislevy pointed to diagnostic systems now used in computer - based programs such as Carnegie Learning and Khan Academy, in which students work through individual topics at their own pace, taking brief tests of their mastery along the way, with feedback delivered to the student and teacher on individual processes or misconceptions that cause the student problems.

If we are to ensure a positive future for all students, we must create a climate in which the student body in general can enrich the learning environments of those students not keeping abreast of the current pace of change.

When we're personalizing instruction for students, this means giving them opportunities to choose how they spend their time, their pace of learning, what tasks they work on, what learning pathways they take, and the level of depth of knowledge.