Sentences with phrase «purpose of learning beyond»

Reach outside classroom walls to extend the idea and purpose of learning beyond school, forming partnerships with businesses, organizations, research institutions, and colleges and universities

Not exact matches

«Battlefield 1's» campaign serves a secondary purpose beyond telling a handful of stories: it helps you learn to play the multiplayer game.

In other words, the technology has a purpose that moves beyond engagement and is integrated with the approach and purpose of the learning.

They can be general - purpose activities that apply to various subject areas or styles of teaching, or specific content - oriented activities that allow your students to learn by tapping into multiple intelligences beyond the usual listening and recalling.

Certain techniques were flagged up «no hands rule; use of mini-white boards, Kagan, learning environments that are supporting; bolstering self - esteem; positivity; curiosity; creativity; identify students to lead plenary at end of lesson at the beginning; Get class blogging — quadblogging; tallies for whole class rewards; encouraging independent learning; wait time when questioning; talk about their thinking and reasoning; conversational learning; talk with learning partners before answering any questions; pair and share; Glazer learning model structure for lesson delivery — a good mix of interaction and independent work; offering choice to pupils; cross class working; allowing time to play; list / describe / explain / evaluate; new audiences beyond the school; project based learning and philosopy; swapping age - groups; cross-curricular working; read to them every day; invite varied guests in; learning by discovery using pupils» interests; stand back and watch with purpose.

The truth of the matter is that adults — like our young learners — need to see that the purpose of their learning is meaningful and relevant beyond the task at hand, and need to be engaged in the learning process in order to make meaning of new concepts and ideas.

In a report that was set for release this week, the commission lays out a 10 - year plan for states to develop systems of assessment that go beyond identifying student achievement for accountability purposes and toward improving classroom instruction and giving greater insight into how children learn.

There should be an instructional purpose in the use of technology that extends beyond learning how to use a specific type of technology, rather how can the technology serve as a tool to further an instructional approach.

Beyond that, practitioners (including teachers and school leaders) have attained appropriate levels of assessment literacy when they can adjust assessment practices to fit different purposes (support or certify learning), routinely rely on clear learning targets, actually gather dependable evidence of student learning, communicate results effectively to intended users, and maximize the positive motivational impact of assessments.

They view themselves as part of a collaborative effort (in their schools, districts, and beyond) to learn from others and move toward two common purposes — becoming better educators and nurturing student achievement.

The legislation also indicates that one purpose of the recognition program is to help spur systemic collaboration and coordination within and beyond schoolhouse doors and to promote a shift from narrowly defined student achievement and traditional education reform to broader, more comprehensive efforts that recognize the crucial out - of - school factors that influence teaching and learning.

Effective designs for professional learning assist educators in moving beyond comprehension of the surface features of a new idea or practice to developing a more complete understanding of its purposes, critical attributes, meaning, and connection to other approaches.

Juliet's shift from emphasizing grading student participation to actually partnering with students to explore what participation meant in her classroom is an example of inquiry that pushes beyond strategy implementation to ask larger questions about learning and purpose.

At this stage of the writing process, you state different purposes: to discover new ideas beyond what you have already learned, to create something that comes from your research.