Sentences with phrase «possible in a traditional classroom»

For example, tasks that might not be possible in a traditional classroom may be undertaken, allowing learning experiences to be maximised.

This is simply not possible in traditional classrooms and it is this that I feel is the most compelling case for flipped learning.

Blended learning has the power to engage students and help them take ownership of their learning in ways that are not always possible in a traditional classroom.

These tools (a) support cognitive and metacognitive processes, (b) share cognitive load by providing information as needed, thus allowing the user to concentrate on higher order thinking processes, (c) allow users to conduct activities that would not be possible in traditional classroom environments, and (d) allow users to solve problems by generating hypotheses, collecting data, and interpreting results in a simulated environment.

Not exact matches

It has been possible, from about 1990 through to 2010, to improve outcomes in the classroom by making traditional teacher - centred pedagogy more efficient using technology.

In my view, technology has the power to change this; it can influence how maths is approached in the classroom through means that are just not possible with traditional tools such as the compass, pen and papeIn my view, technology has the power to change this; it can influence how maths is approached in the classroom through means that are just not possible with traditional tools such as the compass, pen and papein the classroom through means that are just not possible with traditional tools such as the compass, pen and paper.

A: In unique circumstances this might be possible, but an SGO appropriate for a school librarian might be too narrow for a teacher in a traditional classroom settinIn unique circumstances this might be possible, but an SGO appropriate for a school librarian might be too narrow for a teacher in a traditional classroom settinin a traditional classroom setting.

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.

VLACS, a virtual school serving students across New Hampshire in grades 5 - 12, is developing a 100 percent self - paced, competency - based learning model framed not around courses but around a map of required competencies that students may master through any number of possible learning opportunities.In the VLACS Aspire «experiential blended learning» model, learning experiences in real - world, community - based settings serve as the face - to - face component in addition to traditional classroom - based learning that is integrated with online learning opportunities.

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